6 Dr Annisa Chan, SCOLAR Chairperson: Making Language Learning a Fun, Dynamic and Everyday Habit
9 Dr Wesley Curtis: The Human Side of Language Learning
12 Vivek Mahbubani: The Odd One Out
16 Multilingualism Makes the World Go Round
20 What Is Your Language Story?
26 Street Speak
27 Home, Heritage and Tongues We Speak
28 Motivation, Struggle and Reflection
30 This Year’s Young Writers
Youth Hong Kong September 2025
Volume 17 Number 3
YOUTH HONG KONG
published quarterly by The Hong Kong Federation of Youth Groups
EDITORIAL BOARD
Hsu Siu-man
Lakshmi Jacota
William Chung
Ada Chau
Christa Cheung
Judith Lee
Marco Yu
Miranda Ho
32 Beyond Flying Swords and Spirit Beasts
Ariana Wong
34 The Rise of Indie Video Games
Alena Lee
36 Neurodivergence Is Not a Disability Hedwig Siu
38 Boys, Girls, or Boys and Girls? Diago Yu
40 Beyond Borders: Speed and Serenity Candy Wong
Mia Yao
EDITING
Mia Yao (Managing Editor), Lakshmi Jacota, Elaine Morgan
INTERVIEWS
Mia Yao, Lakshmi Jacota, Stella Chen, Tracy Cheng
CIRCULATION (unaudited)
9,000 in Hong Kong, throughout the region and overseas
VIEWS EXPRESSED are the authors’ and interviewees’, may come from official sources, and do not necessarily reflect the views of the editorial board or publisher
REPRODUCTION OF CONTENTS without written permission from the publisher is prohibited
41 The 11th Young Writers Programme
42 Connecting Young People with Countryside Conservation
44 Hong Kong Youth Show
Moderate Interest in Silver Economy
45 Lives of Community Carers and the Cared
46 Growth, Grit and Giving Back
48 Campus Decarbonisation Ambassador Programme
50 80th Anniversary of WWII
51 HKFYG Regatta
SECTIONS & TRANSLATION
Mia Yao, Michelle Leung
PHOTOGRAPHS
stock images or in public domain
TRADEMARKS All brand names and product names are registered trademarks. Youth Hong Kong is not associated with any product or vendor mentioned in articles.
ARTWORK & DESIGN
Bryan Tsui
COVER DESIGN
Bryan Tsui
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ISSN 2071-3193 (Print)
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WEB youthhongkong.hkfyg.org.hk
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The Hong Kong Federation of Youth Groups was founded in 1960 and is the city’s largest youth service organisation. More than 25,000 activities are organised by over 90 units annually with attendance of nearly 4.5 million.
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the government is currently engaged in a pilot scheme, to provide subsidies to schools that will teach languages other than Chinese and English, such as Japanese, Korean and French. The purpose of this initiative is to enrich educational experiences and boost global competitiveness of young people.
This issue of Youth Hong Kong looks at language learning and how it shapes us as a person. It not only provides personal growth and cultural appreciation, but also enriches lives as we share experiences and mutual understanding. As the Italian film director, Federico Fellini once said, “A different language is a different vision of life.” As learning languages influences our perceptions of the world, we believe it can also inform our own identities.
We hope you will enjoy this issue, and that you will write back to share your own experiences in your language – whatever it might be – learning path.
HSU Siu-man Executive Director, HKFYG September
2025
THROUGH THE LENS OF LANGUAGE
by Mia Yao
How does language shape who we are in an age of AI, globalisation, and cultural shifts?
We tell stories through the language we use. In the American romantic comedy-drama Anora, 23-year-old sex worker
Anora “Ani” Mikheeva first connects with the wealthy son of a Russian oligarch, simply because she speaks Russian. Yet as a first-generation American, she rejects that part of her identity, choosing instead to speak a slang-filled New York English. She prefers to be called Ani, not her given name Anora, because, as she says, “in America, we don’t care what names mean.”
Ani, the girl who ended up marrying the billionaire’s son and becoming part of a twisted, Cinderella-in-reverse storyline, shows us that language is never just a tool for communication. It shapes how we see ourselves and how others perceive us. It enables us to connect, to express our emotions, beliefs and aspirations. As both a product and a driver of human civilisation, language weaves together our identities, cultures, histories and conflicts. We created language, yet in turn, language shapes the way we think and make sense of the world.
The significance of language — along with the stories, values, and traditions passed down through generations — has not changed. What has evolved, however, is the way we communicate, learn, and understand languages in an ever-changing world.
The Way We Learn
I am a native Chinese speaker (mainly Mandarin with a mix of my local dialect). Like many millennials who learnt English as
a second language, my early experiences were primarily rooted in DVDs, cassette tapes, and face-to-face lessons. Outside the classroom, I relied on a steady diet of pop songs and Hollywood films.
Today, language learning by young people is driven by interests in music, fandoms, gaming, and through social media, where American accents can be picked up from YouTube creators, Korean words through pop song lyrics by ear, or Mandarin internet slang on social media.
What’s more interesting is that during COVID, when people stopped going outside physically, it did not stop them from learning languages. With lockdowns and social distancing measures in place, they turned to online platforms and digital resources for language learning. Global downloads of the language-learning app Duolingo increased by 67% in 2020 compared to 2019, with the UK seeing a dramatic 132% rise, nearly double the global average. In Hong Kong, the online Mandarin learning platform MMX reported a 128% increase in licensed users from January to May 2020.
As times change and languages evolve, so do our attitudes towards language education, especially as a result of technology. Now, with the impact of generative AI, the landscape of language acquisition has evolved even more dramatically. In a world where our smartphones can translate daily conversations with a click, or render a 265,000-word novel in minutes, language learning, might seem as archaic as hand-copying manuscripts before the printing press.
Recent Microsoft research suggests that interpreters and translators are among the most affected professions by AI. While some may argue that nuanced, culturally sensitive language work will still requires human insight, this raises the important question of whether traditional language learning is becoming obsolete. On the one hand, while technology may lessen the need for basic communication skills, it cannot depreciate the value of learning for cultural understanding, cognitive growth, social connection, and personal fulfilment. These are more vital dimensions that remain uniquely human and only complement, rather than can be replaced by AI.
Reflecting on my own journey with English and Cantonese, the memories that stay with me are not the drills of pronunciation or the memorisation of grammar rules – which now frankly can be replaced by technology – but the joy of reading Shakespeare’s sonnets and understanding the nuances and origins associated with Cantonese idioms.
The Perks
While I relish moments of immersing myself in a language that is not my own, I realise how it offers me a new way of thinking. When we think in another language, we develop a different world view, become more respectful, open-minded, and empathetic towards other cultures, values, traditions, and histories. This nuanced lens of language lets us gaze into unfamiliar worlds, and through it, we are able to tap into a cultural literacy that enhances our ability to connect with people from various backgrounds, promoting global citizenship in an increasingly interconnected world.
Beyond the external, learning other languages has also proven to have cognitive benefits. Research shows that bilingualism can improve memory, problem-solving skills, and multitasking abilities. It encourages mental flexibility, as learners navigate different linguistic structures and vocabulary. The ability to switch between languages enhances our overall mental capacity, contributing to better academic and professional outcomes.
When I first arrived in Hong Kong, I was caught off guard by the city’s complex history, rich blend of Eastern and Western cultures, and later, as I got to know the city better, its linguistic diversity. Walking through the bustling central business district, it is common to hear conversations switch seamlessly between English, Cantonese, and Mandarin.
Known for promoting biliteracy and trilingualism, Hong Kong is a city that values proficiency in extending
knowledge in languages and, which I believe has helped me, a native Mandarin speaker, now conduct my professional work in English and Cantonese. Yes, there have been difficulties to speak a foreign tongue and to fit in, because it’s just so much easier to get by within one’s comfort linguistic bubble. But once I pushed myself to engage, the immense joy in finally being able to understand the jokes, satire and hidden lines is indescribable.
I know I am not the only one able to benefit from being multilingual. In fact, in today’s globalised economy, proficiency in multiple languages is a valuable asset. Employers increasingly seek polyglot candidates who can communicate with a diversity of international clients and partners. Such language skills set apart individuals in the job market, opening doors to potentially greater career opportunities. And finally, of course, learning languages enhance travel experiences, allowing for more meaningful interactions with a deeper appreciation of local cultures.
The Identity
In many ways, today’s young people face a tension of navigating between global fluency and local authenticity, between the efficiency of AI-assisted communication and the slower, more personal journey of human language learning.
Looking ahead, the future of language education in Hong Kong – like everywhere – will require a fine balance: between technology and humanity, practical use and cultural depth, the international and the local. Yes, AI might take over routine jobs, but perhaps this frees human learners to focus on cultural understanding, creativity, and critical thinking. Language educators will need to place greater emphasis on intercultural competence, teaching students both how to converse and comprehend another language, while also absorbing the values, histories and perspectives that come with it.
At the same time, Hong Kong must also hold tight to the value of its local tongue, Cantonese. In a globalised world, younger generations should see the cultural heritage embedded in their mother tongue as worth protecting and understand that learning another language should not be done at the expense of losing their own.
Just like Ani in the film, we are all struggling with our identity and in search of ourselves, through language and beyond. That self is shaped not only by our upbringing and surroundings, but also by our ongoing efforts to learn, experience, understand and appreciate what lies beyond our own. Language is an indispensable part of that journey. In the end, when we return, we not only see others more clearly, but we also understand ourselves anew.
Making Language Learning a Fun, Dynamic and Everyday Habit
Beyond the classroom, SCOLAR is helping Hong Kong’s young people to see language ability as a bridge to other cultures and communities, as well as an essential skill for everyday life.
Learning a new language has always held a special place in Dr Annisa Chan’s heart. She still remembers her time as the Principal at St. Paul's Co-educational College, where she introduced Arabic and Spanish as an interest class for junior secondary students.
“It was fun and interesting, and on graduation, the ‘lesson’ was enjoying an authentic Middle Eastern or Spanish meal in a Hong Kong restaurant,” she recalls. “I don’t know if the same courses still exist, but they were very popular at the time.”
Now Chairperson of the Standing Committee on Language Education and Research (SCOLAR), Dr Chan hopes to continue building a more encouraging, diverse and language-friendly environment beyond the classroom. For her, language is about communication, building relationships, reaching out beyond one’s comfort zone and creating bridges to other nationalities, cultures and ethnicities.
SCOLAR’s mission is to help Hong Kong's students and working adults become biliterate in written Chinese and English, and trilingual in Cantonese, Putonghua and spoken English. It conducts research on language education, advises on related policies, and collaborates with other stakeholders to implement various initiatives through the Language Fund.
Established in 1996 as a quasi-governmental advisory body, it complements the Government’s language promotion efforts and plays a vital role in shaping language education in the city.
Youth Trends
Having worked in Hong Kong’s education sector for decades, Dr Chan has witnessed how young people’s linguistic abilities have evolved. In her view, today’s youth are more fluent in three spoken languages than ever before.
This observation is supported by official statistics. The Census and Statistics Department reports that satisfaction with Chinese and English proficiency has improved. The percentage of employed persons who felt it necessary to further study English, Cantonese, or Putonghua fell from 25.4% in 2018 to 20.5% in 2021, reflecting increased confidence in their language abilities. Earlier research by the University of Hong Kong’s Social Sciences Research Centre found that in 2014, over 90% of those under 30 had some proficiency in both Putonghua and English, compared to about 70% in the same age group in the 2011 census.
“They are confident enough to speak out in a language that is not their mother tongue, especially when there is a friendly, welcoming and encouraging environment,” she notes, adding that in Hong Kong, speaking three dominant languages comes naturally, something society should nurture.
While she is not worried about the daily use of Cantonese, Dr Chan is concerned about formal writing in both Chinese and English. Social media and
This phenomenon sees young people mixing Cantonese, English and Putonghua with slang and abbreviations online. While this enriches everyday expression and youth identity, it also risks widening the generation gap and undermining traditional language standards, particularly in written communication.
Recognising this, SCOLAR has supported hundreds of initiatives over the past decade to strengthen written Chinese and English. These include the School Writers’ Programme and the Hong Kong Creative Writing Programme organised by HKFYG, where students undergo several months of training before the winners’ work is published.
Adapting to Change
With its mission to improve language proficiency, SCOLAR adapts its strategies as society evolves. “As times change, our focus changes too,” Dr Chan explains. “We constantly ask ourselves: what are the most effective tactics and campaigns to meet current needs?”
One example is support for non-Chinese-speaking students. Over the past decade, SCOLAR has launched initiatives such as the Vocational Chinese Language Programme, designed to help school leavers whose first language is not Chinese to acquire practical Chinese skills and improve their employability in Hong Kong’s competitive job market. This ongoing commitment is part of SCOLAR’s broader mission to ensure inclusive, practical language education for diverse learners.
This recent focus on non-Chinese speaking residents is a necessary response to Hong Kong’s vibrant multicultural demographic landscape. According to the 2021 Population Census, Hong Kong is home to more than 600,000 people from various ethnic minority groups, constituting 8.4% of the total population. Often referred to as “Asia’s World City” due to its interconnectivity and East-meets-West geopolitical dynamic, Hong Kong has a richly diverse population, and SCOLAR is committed to promoting equal opportunities for all.
Chairperson of the
To stay relevant and foster a language-rich environment, SCOLAR recently launched the Biliteracy and Trilingualism Campaign 2025. The campaign features innovative activities such as a One-minute Video Production Competition, the appointment of Student Language Ambassadors, and the engagement of singer Hins Cheung as Campaign Ambassador.
“English is needed for everyday life and everyday communication. Activities like these are designed to bring language learning into daily life, beyond textbooks and classrooms,” says Dr Chan. “Language should not be just a school subject. By taking languages into the community, SCOLAR’s work complements what is done in schools. I hope students will gain confidence outside the classroom, worry less about mistakes, and simply have fun.”
Through such initiatives, SCOLAR aims to enhance the proficiency and appreciation of biliteracy (Chinese and English) and trilingualism (Cantonese, Putonghua and English) among students and the general public, supporting Hong Kong’s development as a vibrant East-meets-West international cultural and educational hub.
Language in the Future
Looking ahead, SCOLAR will continue to experiment with new approaches that make language learning relevant and engaging. This includes expanding the Student Language Ambassador Scheme, thereby giving young people greater ownership in promoting a fun and inclusive language culture among their peers.
In December 2025, SCOLAR will launch a new publication, Language and You, showcasing stories, insights and creative works from students and educators. It will highlight real-life use of languages across Hong Kong.
Together with the Education Bureau, SCOLAR is also exploring how AI can support language learning. In early July, in collaboration with Hong Kong Education City and The Hong Kong Polytechnic University, it co-hosted the first International Summit on the Use of AI in Learning and Teaching Languages and Other Subjects.
For Dr Chan, SCOLAR’s fundamental goal remains clear: to make language learning fun, dynamic, and part of everyday life. Through finding different languages on the streets, in workplaces and at home, she hopes the next generation of Hong Kong youth will see learning languages not as an academic burden, but as a tool for communicating, connecting and building bridges in today’s global village.
SCOLAR Dr Annisa Chan, and partners at the Closing cum Award Presentation Ceremony of Biliteracy and Trilingualism Campaign 2025.
of Language Learning The Human Side
When debates flare over traditional language learning versus AI, Dr Wesley Curtis reminds us not to forget the human side — the power of language to adapt, connect and shape us.
When Dr Wesley Curtis began learning Spanish as his second language in college, he didn’t realise how profoundly it would amaze him and unlock the door to a rich new culture. Motivated by the desire to connect with a new culture and history, he dedicated more time to Spanish than to his major courses, learning not only vocabulary and grammar, but also how people from different cultures think in fundamentally different ways.
Multilingualism and Multiculturalism
During an interview, Dr Curtis, now Head of the Chan Feng Men-ling Chan Shuk-lin Language Centre (the Language Centre) at the City University of Hong Kong (CityU), explains his philosophy to Youth Hong Kong Dedicated to inspiring students to equip themselves with language skills in an increasingly globalised and fast-changing society, he says the Language Centre promotes multilingualism and multiculturalism. This not only enriches students’ communication skills but also fits well with Hong Kong’s vibrant demographic landscape.
The Chan Feng Men-ling Chan Shuk-lin Language Centre was established at the City University of Hong Kong in 2020. Its core mission is to promote multilingualism and multiculturalism, enhancing students’ capacity to embrace other cultures through various courses in Cantonese, English, French, German, Japanese, Korean, Mandarin and Spanish. It also organises off-campus events and community activities such as concerts of Spanish music.
The Centre’s English Language Mentoring Scheme pairs local students with exchange or international students to practise their English and engage in cultural exchange. For students eager to learn minority languages not offered in credit-bearing courses, the Centre has piloted a Language and Culture Tandem Scheme whereby exchange students serve as facilitators for local students. The programme had over 100 participants.
Among all the elective courses offered at the Language Centre, Dr Curtis says Korean and Japanese are by far the most popular. He thinks this is due to geographic proximity and the cultural impact of K-drama, J-pop and K-pop. “We’ve recently seen an increase in interest in Korean, and we think that the Squid Game series was instrumental in that,” he continues. “In both credit-bearing and non-credit courses, our goal is to use cultural and digital resources.” The Language Centre also has virtual reality software subscriptions for languages not currently offered, including Turkish, Arabic, Russian, and Ukrainian.
“Second language acquisition research tells us that the most successful language learners almost always demonstrate high motivation,” he goes on to say. “Sometimes students come with pre-existing motivations, but I think the most important thing is not whether they identify that motivation before or after they enrol, but that they find it.”
Tradition Meets Technology
Training for students extends beyond second language learning. The Language Centre uses the Moodie Pod, a groundbreaking innovation from Datality Lab Ltd., a recipient of CityU’s HK Tech 300 Angel Fund investment, that is designed to analyse communication and presentation skills. Students can book a 30-minute session in the Pod for practising presentations or engaging in mock job interviews with virtual avatars.
The Language Centre is committed to innovative language teaching and learning, yet Dr Curtis also places significant value on traditional teaching methods that involve in-person interactions and active discussions between students and teachers. For example, he notes the way in which a spontaneous question raised in an in-person language class can result in a teacher’s answer that benefits the entire class. Replicating such dynamics is a challenge for language learning apps.
In a world increasingly dominated by AI, he addresses a pressing concern shared by many leaders: Does conventional language learning still hold its value when technology appears to be a super mediator between languages? For Dr Curtis, it is not an either/or proposition.
available to language learners, he says, “While the use of mobile applications and software for language learning has value, this does not mean that classroom-based instruction no longer has a place. In fact, language teaching has always embraced innovation, and it’s natural for communities to adopt more effective teaching and learning methods. However, I believe there is intrinsic value in learning languages.”
He explains that oral communication benefits from the non-verbal cues and context provided by in-person interactions, and this, in turn, impacts the continuing development of a language itself. “Large language models primarily draw on written texts,” Dr Curtis notes. “We know that people don’t speak the way they write. They use fillers, pause frequently, and often jump between ideas before returning to their original thought. In contrast, written texts tend to be more linear.” He warns of the risk of language becoming more formulaic and less human if we rely excessively on text generated by large language models built predominantly from written text.
He also points out that language changes continuously and relies on humans to create new terms and inject energy into it. Such change happens fast, and it’s not known how fast large language models might change.
“The only language that is not changing is a dead language, so within the context of language, change is a good thing. It means your language is alive, it’s thriving, it’s vibrant.” For example, he mentions how Gen Z and Gen Alpha created “skibidi,” a new nonsense word popularised by a viral YouTube series.
Keeping Language Human
The only language that is not changing is a dead language... Change means your language is alive, it’s thriving, it’s vibrant.
Dr Curtis acknowledges that technology-enhanced online language tools and digital resources can boost classroom engagement and enhance students’ efficiency in language acquisition. However, he emphasises that the language learning ecosystem still needs human involvement to choose the sources from which technology draws. Without this human touch, language may fail to preserve cultural uniqueness and convey nuanced feelings.
He then mentions how philosopher Wilhelm von Humboldt thought a language draws a circle around the people who speak it. “Each language, to some extent, represents the ability to convey unique ways of thinking, doing and living in respective cultures,” Dr Curtis says, reflecting on von Humboldt’s point that learning another language means stepping outside one’s original circle and entering another, thereby acquiring “a new standpoint.”
He goes on to give an example of the different ways of thinking in English and Spanish. “In English, we say to ‘make a decision,’ whereas in Spanish, we say to ‘take a decision.’” Dr Curtis explains that making can imply inventing something that did not previously exist, whereas taking can imply drawing upon an infinite number of pre-existing decisions. These different collocational patterns, for him, reflect different linguistic ways of conceptualising actions.
He says that it is an educator’s responsibility to facilitate the motivation needed to learn languages. He believes such motivation can continue to evolve and inspire individuals to connect with other languages and cultures at a time when new technology is transforming language learning patterns. However, he underlines a key
question: not which technologies educators should adopt but which tools can most effectively facilitate learning. In Dr Curtis’s view, understanding human needs is the essential compass for achieving goals while navigating a new era of language learning.
“After all,” he points out, “speaking a language means communicating with living, breathing, thinking and
The Odd One Out Vivek Mahbubani:
Hong Kong’s bilingual comedian Vivek Mahbubani reveals his funny formula and why being the “odd one out” made his story.
When we step into a bookstore in search of a new novel or gaze at cinema posters picking up films to watch, we are on a quest for a story that captivates and resonates with us. Each narrative, whether joyful or sombre, thrilling or melancholic, unfolds with its highs and lows, with the flaws of each character.
Stories allow us to connect, and language serves as the vehicle for our emotions. It’s those imperfect elements and vulnerability that push the narrative forward, make the work unique, relatable and authentic. This philosophy is at the heart of Hong Kong stand-up comedian Vivek Mahbubani’s comedic approach.
“No one wants to watch a movie featuring characters with flawless lives. I’m not flawless either so when I perform, I use my quirks and imperfections to tell stories that others relate to,” says Vivek.
Born and raised in Hong Kong, Vivek grew up in an Indian household, but at school, everyone spoke Cantonese. As the only one from an ethnic minority background, he never seemed to fit in, no matter how hard he tried. He was always the odd one out.
Vivek uses both English and Cantonese to express himself, showing audiences how he copes with life’s challenges to reveal his sense of identity. He says stories allow us to connect with others, and using two languages as a vehicle for emotions lets him make people laugh about how he tries to make sense of the world.
Comedy Comedy
= Tragedy + Time
Growing up watching TV, the comedians he saw always amazed him: how they mastered language with such a simple tool as a mic.
“I was very confused,” says Vivek, with his quizzical signature look. “What is it about this person on TV talking into a mic that’s so funny? At school my teacher used a mic too but it wasn’t funny?”
Vivek was intrigued and promised himself he would try stand-up comedy too. He had no deadline — until a health check-up in 2005 gave him one.
In 2006, Vivek was diagnosed with lymphoma. Like everyone else, he reacted to the word “cancer” with a sense of gravity. “I thought it meant the end of life. In the movies, cancer usually means losing your hair and dying — so sad, right? But the doctor told me I had a second chance with daily chemotherapy.”
During six months of chemotherapy, he realised he needed to grab what might be limited time to get things done, whether seeing a friend, reading books or achieving his dream of being a comedian. When he finally started to get better in 2007, he saw an advertisement for a stand-up comedy competition. “I thought: this is it. I promised myself I would try comedy before I died. Who cares? If I can survive cancer, what’s the worst that could happen if people don’t laugh?”
Vivek seized the opportunity and won the championship in the Cantonese category, followed by a victory in the English category the next year. Since then, he has been a humorous presence in Hong
Kong’s comedy clubs, international comedy festivals and corporate events, with numerous awards earned locally and abroad.
Vivek’s career as a comedian draws inspiration from life’s bitter experience but also from the seemingly trivial everyday moments: looking at passengers on the MTR, watching people in lifts, buying pens at a stationer’s. He jokes about encounters with misunderstandings, how he looks compared to local Chinese people and his receding hairline. By turning what might have been weakness or unpleasantness into good 10-second laughs, he has found his way to let go of frustrations, deal with life and move on.
“There’s a formula called ‘comedy equals tragedy plus time’, so usually the funniest stories are not the happiest,” Vivek says. He considers comedy as both a sword to attack and a shield to protect. “With comedy, I can make fun of people by punching upwards and poking at those above me. That’s the sword at work. At the same time, when it’s about your own life and you joke about it, that works as a shield.”
Through his comedy, he seeks to make sense of a world where reality can clash with expectations. “I want to live in a world where everyone is my friend—yay! But in reality, that’s not the case.” He goes on to recall the experience of somebody barging into him on the street and telling him to “go back to Pakistan.”
In a situation like this, where an ordinary person would get furious, Vivek, an Indian, makes it into a joke. “I don’t see myself as a victim. Instead, I think, oh, he’s just telling me to go on a nice trip somewhere — he’s just got the wrong place!”
Don’t deny your story as the odd one out.
Not fitting in is a story, just as fitting in is. “ “
Comedy Across Languages Languages
Vivek’s ability to speak two languages also gives him a unique perspective. By comparing expressions across Chinese and English cultures, he has learned about the cultural nuances and different ways of making jokes. This allows him to craft and deliver his stories in various “voices” to engage diverse audiences.
“Each culture has a different sense of humour, and the language of each culture is usually at the heart of understanding that humour. For example, in Cantonese, a highly contextualised culture, when someone responds to your idea by saying ‘咁都俾你 諗到’, which means ‘wow, you thought of that?’ you need to pause and consider the social cues and context to determine whether they are being sarcastic or are genuinely complimenting you.” In contrast, a response like this in English could be perceived as different in the use of tones, Vivek explains.
Whenever he crafts jokes in his two languages, Vivek relishes the challenge of thinking in completely different ways, uncovering the nuances of each context, and achieving the same comedic effect with diverse audiences.
Would his life be entirely different if he had not attended a local school or spoken Cantonese? His answer is yes. “My life would have been much more regular if I’d only spoken English. But with two languages, I can enjoy jumping around. For that I’m very grateful even though it was sometimes a painful learning journey. It’s been very much worth it.”
Over nearly two decades of creating content, Vivek has found that the most exciting aspect of being a comedian has always been trying to find the funny side of life and transforming “rubbish into value.” Unlike bankers who must commute to their offices in Central to close deals, or teachers who are bound by fixed schedules in classrooms, Vivek can create jokes anytime, anywhere to make people laugh, in English or Cantonese.
Like Being a Jazz Musician Jazz Musician
Stand-up comedy, a western import, is a relatively recent art form in Hong Kong, emerging in the late 1980s and gaining significant popularity in the 2000s thanks to pioneering comedians like Dayo Wong (黃子華). This niche cultural phenomenon has been localised and industrialised in various ways, including through streaming platforms and bar gigs. However, it faces challenges. Consumption patterns have changed, attention spans have fragmented, and social media dominates.
“People still want comedy and come to shows. It is not like waking up in a world where people don’t laugh anymore,” Vivek says, “But consumer habits are different. Before, people went to certain performers’ shows because they had seen them on TV. Now, it’s easier for stand-up comedians to get an audience if their Instagram is doing well and their reels are funny.”
While social media encourages a diversity of comedic content, it also makes it challenging for comedians to retain audiences. People are overwhelmed by online choices, whether it’s catching up on a show on Netflix or scrolling through endless short videos on social media.
“With so many options, people end up not watching anything or watching a bit of everything. It’s difficult to pull them away from their screens and encourage them to come to my 10-minute shows when they’re used to one-minute funny reels on phones,” Vivek admits. “It’s like comparing pop music to jazz. Do I want to perform for 60,000 people in a stadium or for 600 people in a bar? I’m like a jazz musician, I’ll take the smaller crowd — that’s the challenge.”
Now a 42-year-old storyteller, Vivek wants his power to draw in young people who feel lost and left out of the mainstream, to share their struggles and hardships and to help them with comedy and language quirks. He wants to let them know that everyone’s story is worth telling and that being different is not necessarily a bad thing.
“When I was young, I hated my life. I hated my identity; I’m an Indian and it was always a headache to explain. Now I like being the odd one out. It’s about how you want to see it.” Reflecting on his own pathway, Vivek says don’t deny your story as the odd one out. “Not fitting in is itself a story, just as fitting in is. Once you have discovered your own story and you know it’s great, you find your own way to express it.”
Scan and enjoy the video here:
MULTILINGUALISM MAKES THE WORLD GO ROUND
by Annette Chan
Ever wondered which celebrities are secret polyglots? Here’s our list of public figures who speak multiple languages.
There are myriad reasons to learn a new language, whether it is for cultural exchange, better job prospects, to deepen your empathy, or to improve brain function. But whatever your motivation, it’s never been easier to access language learning resources than today, whether from foreign media, language apps, or tutors. With the internet essentially democratising language education, major language learning platforms such as Duolingo and Babbel have seen sustained growth in their active users over the years.
Having access to global language learning data also offers a fascinating window into the world at our current moment in time. For example, Duolingo reported a 216% increase in Mandarin learners in January this year when TikTok briefly withdrew from the US market. Meanwhile, the popularity of Japanese and Korean culture and media with young people around the world is reflected in the fact that they are the third and fourth most popular languages to learn among Gen Z and millennials, according to a report from Word Tips.
And multilingualism isn’t just a personal flex — it’s essential to making the world go round. According to UNESCO, at least half of the global population is bilingual or multilingual, and linguistic diversity is key to peace and sustainable development. To demonstrate just how much language learning can offer, we look at celebrities and notable figures who have benefited from speaking multiple languages.
CHUA LAM (蔡瀾)
Teochew, Hokkien, Cantonese, Mandarin, English and Malay
As one of Hong Kong’s “Four Great Talents,” beloved food critic and film producer Chua Lam was known to be something of a Renaissance man. Beyond his pursuits in food, film and the art of living well, Chua was also a skilled calligrapher, painter, and linguist. A native of Singapore, his fluency in Teochew, Hokkien, Cantonese, and Mandarin, as well as English and Malay, helped Chua connect with millions of people across the Sinosphere. But it was his ability to speak Japanese that helped him land his first job in film. While studying at Nihon University, Chua worked part-time as a translator for Shaw Studios’ Tokyo office and helped the studio source films before eventually relocating to the Hong Kong office. In June 2025, he passed away at the age of 83 in Hong Kong.
LISA (LALISA MANOBAL)
Korean, Thai, English, Japanese, Mandarin and French
It should come as no surprise that any K-pop idol can perform in fluent Korean, but the fact that Lalisa Manobal — or Lisa, as she’s widely known — is a native Thai speaker makes her rap flows in Blackpink’s songs all the more impressive. Lisa, who moved to South Korea at the age of 14 to join YG Entertainment as the label’s first non-Korean trainee, mastered Korean through interacting with local people and watching K-dramas. In 2025, she made her acting debut in The White Lotus in a role that required fluent Thai and English, and she is also conversant in Japanese, Mandarin, and French.
MAYA ANGELOU
English, French, Spanish, Italian, Arabic and the West African dialect of Fante
As one of the most influential voices of 20th century America, it’s no secret that celebrated poet and memoirist Maya Angelou had a way with words. But English wasn’t the only language she wielded with expertise. Angelou, whose richly varied career included stints as a civil rights activist, singer, filmmaker, teacher, public speaker, and much, much more, began learning other languages in earnest while touring Europe and Africa as a professional dancer with an opera company in the 1950s. She continued doing so while working as a journalist in Egypt and Ghana in the 1960s, and, in addition to English, was reported to be fluent in French, Spanish, Italian, Arabic, and the West African dialect of Fante.
VIGGO MORTENSEN
DANIEL BRÜHL
English, Danish, Catalan, Russian, French, Italian and Spanish
Best known for his role as Aragorn in the Lord of the Rings film trilogy, actor Viggo Mortensen may well be the closest thing we have to a real-life King of Gondor. Not just a polyglot but also a polymath, Mortensen is an accomplished musician, photographer, painter, and writer. As a native speaker of English, Danish, and Argentine Spanish, Mortensen has acted and published poetry in all three languages, and even edited Spanish-language books about South American ethnography. As part of his frankly staggering repertoire, Mortensen also boasts fluent French and Italian and conversational Catalan, and has acted in Russian, as well as various regional variants of French, Italian, and Spanish.
Spanish, Portuguese, French, German and English
Born to a Brazilian-German father and a Spanish mother, actor Daniel Brühl grew up speaking German, Spanish, Portuguese, and French — and it’s safe to say he’s put those linguistic chops to good use. Though he made his debut in German-language films such as Good Bye, Lenin!, Brühl credits his role in Inglourious Basterds as Nazi sniper Frederick Zoller — who switches effortlessly between German, French, and English — with helping him find international success and escape the “nice guy” typecasting he had experienced in Germany. Brühl told the Wall Street Journal that he “loves (acting in different languages) because you can express certain things, better or worse, in one or the other language.”
NATALIE PORTMAN
English, Hebrew, French, Spanish and German
Considered one of Hollywood’s brightest stars in both celebrity and intellect, Natalie Portman famously attended Harvard University while filming her breakout role as Padmé Amidala in the Star Wars prequels. Though the vast majority of her roles have been in English, the Israeli-American actress is a native speaker of Hebrew and even wrote, directed, and starred in a Hebrew-language film called A Tale of Love and Darkness in 2015. A longtime resident of Paris, Portman also has a strong command of French (even demonstrating her awareness of French Verlan slang in a previous interview) and is conversant in Spanish and German.
TREVOR NOAH
SALMA HAYEK
English, Afrikaans, Zulu, Xhosa, Tswana, Tsonga and German
For many people, learning multiple languages is a form of self-betterment — a way to improve academic and professional prospects or keep one’s brain active. But for comedian and political commentator Trevor Noah, who was born in apartheid-era South Africa to a Xhosa mother and Swiss-German father, being multilingual was an act of self-preservation. Noah, who speaks English natively, learned to switch between Afrikaans (a derivative of Dutch commonly spoken by mixed-race and white Afrikaners) and Southern African languages such as Zulu, Xhosa, Tswana, and Tsonga in his early years to avoid conflict and discrimination. In an NPR interview, Noah stated he is also conversational in German and would like to learn Spanish.
English, Mexican Spanish, English, French, Italian and Portuguese
While Salma Hayek found early success in Spanish-language soap operas in her native Mexico, she has recounted her struggle to find work as a Latin actress upon moving to Los Angeles. Despite her dyslexia, Hayek was able to improve her English by taking language classes and eventually landed her breakout role in the 1995 film Desperado. Today, Hayek can speak English, French, and Italian to varying degrees and fully understands Portuguese. She has also expressed her desire to speak Arabic due to her half-Lebanese heritage, and produced and starred in the animated movie The Prophet, based on Lebanese author Kahlil Gibran’s book of the same name.
NOVAK DJOKOVIC
German, Serbian, English, Italian, Spanish, French and Portuguese
While tennis is indisputably Novak Djokovic’s most famous talent, the Serbian athlete is also known for being something of a polyglot and can communicate comfortably in seven languages. During a press conference at Wimbledon 2024, Djokovic said he realised from a young age that being multilingual would benefit his tennis career, given the amount of international travel required from the sport — a savvy observation that would come true when he picked up German while training at the Pilić tennis academy in Münich as a teen. Besides fluent Serbian, English, and German, Djokovic has a strong command of Italian, Spanish, French, and Portuguese, and has said that he wishes to keep learning new languages.
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What’s Your Language Story?
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How many languages do you speak? What language do you dream in?
Do different languages bring out different parts of you?
In this section, we ask young people about their story with languages.
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Sky, 13
speaks Chinese and English, and has learned some French, Spanish and Japanese.
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Beyond understanding, I also found that I was able to identify some kanji and katakana, a Japanese phonetic syllabary containing 46 basic characters. I understand that this is all very basic, but I feel proud because even this level of understanding came about without much trying.
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Learning a new language is never easy. Knowing how to say simple words like “Hola” or “Bonjour,” is what most of us can do, but to become fluent is very different.
I started learning Spanish and French for fun. It took a lot of my time, and I had no intention of learning Japanese at all. However, my friend introduced me to Japanese pop music, and it became a fixation. I fell in love with it almost immediately and even tried to sing a song in Japanese without knowing any of the words.
I began to look up the meanings of the lyrics, as well as English covers of the songs. Slowly but surely, without even realising it, I began to recognise familiar and repetitive terms like “you” or “me.” As I began watching anime and broadening my scope in Japanese music, the subtitles and translations helped me understand what was going on, and I found my Japanese vocabulary slowly building up.
Pop culture and social media consumption enabled me to learn simple Japanese.
I continue to unconsciously imbibe more Japanese the more I consume its media. This is a clear example that new media actually affects positive language learning.
I have one tip for language learners. As a seasoned seven-year Spanish learner who struggles to spell in French, what I have learnt is that it is important to find the similarities between the language you know and the language you want to learn. Make use of those similarities. It is an easier route to picking up languages. Learning new languages is hard. If you know anyone who’s struggling with a third language, give them a pat on the back and reassure them they’re doing well.
Good luck to you all and さよなら！
Christian, 12 speaks Cantonese and English, and is now learning French in the UK.
I struggled to adapt to an English-speaking environment when I first immigrated to the UK three years ago. Having studied English at a Chinese school and lived in Hong Kong for nine years, my spoken English was okay, but I had a hard time understanding their fast-paced English, especially with heavy accents. I also found it difficult in class to read and write, but my teachers helped me a lot. It took me about two to three months to feel comfortable in the new environment.
In school, I have friends from the UK, as well as from Hong Kong, England, France and Italy. With the Hong Kong boys, I mostly speak in English, except if we want to say something secretive. I
Ivan, 19 speaks Chinese and English, and is learning Dutch.
Reflecting on my language learning journey, I feel grateful that I transferred from a Chinese-medium school to an all-English one. At first, I felt like I’d entered a parallel world — my English was weak, and I felt out of place. During COVID, I used the extra time to improve: writing daily, expanding my vocabulary, and joining competitions. The turning point came at a Model United Nations conference, when I realised I was thinking directly in English rather than translating from Cantonese. Looking back, transitioning to a different medium of education was one of the best decisions of my life, opening up far more opportunities than I expected.
I’m not sure which language I dream in, but probably mostly Cantonese, my mother tongue. That changed a bit after I moved to the UK. Instead of sticking only to the Cantonese-speaking community, though it is a group that I feel most at home, I wanted to take advantage of being out of Hong Kong. During my first year at university, I joined a wide variety of clubs and societies, including parkour, international relations, Singaporean and even Dutch and Flemish societies, so that I could explore different cultures and connect with people in their own spaces.
I enjoy learning languages because it feels like starting from scratch and building a completely new skill set. It opens my mind and changes how I see the world.
have also taught my non-Hong Kong friends some phrases in Cantonese, but for fun, I tell them the wrong translation.
My home language is mainly Cantonese, especially with my mum. With my dad, I speak both Cantonese and English.
I can still read Chinese, but I am forgetting how to write. There was a moment when I couldn’t even write my name in Chinese!
Spending most of my time in the UK, I find that I am more used to speaking in English, but actually, the transition to Cantonese when I come back for the holidays is not that difficult after a day or so.
I think I dream both in English and Cantonese. I don’t have one clear identity. I see myself as a mix of Hong Kong and the UK. I miss Hong Kong food when I’m in the UK, and I miss UK life when I’m in Hong Kong.
Learning a language to understand a culture is different from simply learning about it — speaking someone’s mother tongue lets you connect in the most natural way.
I can converse fluently in Cantonese, Mandarin and English, while my Dutch is still at a beginner level. I’ve picked up fun phrases from friends too — like “hurry up” in Vietnamese, Hindi and French during my job at a summer school while also teaching my friends quirky Chinese words like 火車 (“train”) and 醜 (“ugly”) and telling them this means “beautiful,” haha! These random encounters with language keep conversations going and build friendships.
Different languages bring out different parts of me.
Cantonese is still the language in which I feel most comfortable. It’s how I best express my emotions, and it anchors my Hong Kong identity. However, I notice that I use other languages with a different tone of voice to fit different moods. For example, when my phone died while playing Pokémon Go as a child, I caught myself talking to myself in Mandarin. There is no particular reason; it just fits the mood. In a similar way, I express myself best academically in English, but when it comes to writing literature, I switch to Chinese. This is because each language connects to me and my emotions differently.
Language learning, for me, is more than just communication: it builds communities, deepens cultural understanding, and helps me explore different sides of myself.
Thomas, 19 speaks Cantonese and Japanese.
The language I use most often in daily life is Cantonese. Whether spending time with family and friends or during work and leisure, I rely on Cantonese as my main means of communication.
Since childhood, I have travelled to many countries with my family, but among them, Japan has always felt especially unique to me, and I have always been fond of the country. During the pandemic, I began watching anime and Japanese variety shows, which sparked my interest in learning Japanese. I started by memorising the fifty kana characters, listening to my favourite Japanese songs, and watching videos in Japanese. At the beginning, my learning was entirely driven by personal interest.
Six months later, a friend who also had an interest in Japanese and I enrolled in a business Japanese course together. However, we found the pace too slow, so I later switched to a Japanese class designed specifically for secondary school students. After a year of hard work, I successfully obtained both the Japanese
Aayush, 24
speaks Hindi and English, with knowledge of Chinese.
I was born in India and raised in Hong Kong. Switching between languages has always been part of my life. I speak Hindi at home with my parents, but most of my daily conversations with friends, classmates, and now colleagues are in English. I studied Mandarin in primary and secondary school because the subject was mandatory, but I only started learning Cantonese after I entered university.
It hit me that I’d been living in Hong Kong all these years, but mostly staying within an English-speaking bubble. I wasn’t really engaging with the local culture. That’s when I decided to give Cantonese a shot. Learning it was no small task — the six tones completely threw me off at first. I’d never dealt with anything like that in Hindi or English or even Mandarin. Another challenge was trying to immerse myself in the language that suits my level. My friends who speak Cantonese naturally talk quite fast and use advanced expressions, which made it tough for me to catch up and feel part of the conversation.
Proficiency Test and the Japanese Language Proficiency Test
certificates.
During the learning process, the greatest challenge was creating an environment using Japanese. As I mainly speak Chinese and English in my daily life, I had to make a deliberate effort to find materials that were both engaging and educational in order to keep my passion alive.
The benefits of learning a new language go far beyond the language itself. It not only enables me to gain a deeper understanding of different cultures, but also allows me to connect with local people and broaden my horizons. More importantly, by making friends from different backgrounds, I have learnt to view the world from multiple perspectives, and to face challenges with greater maturity and flexibility.
By learning Japanese, I earned the opportunity to study in Japan.
Before learning the language, I was not clear on my goals or aspirations. However, this new skill, interest and curiosity have opened doors for me to explore new life pursuits.
With the two languages I know best, Hindi and English, I sometimes find it hard to translate certain feelings or expressions directly from one language to the other. There are things that make perfect sense in English but feel difficult to express in Hindi, and vice versa. But that’s alright. I can always teach my parents new English phrases, and at the same time, share Hindi expressions with my friends. It becomes a way of connecting both worlds.
Now that I’m working at an AI EdTech startup, I see just how much technology is transforming language learning and communication. But I don’t think it can replace the human side of language.
For me, learning a language isn’t about perfect grammar, reading or writing essays. It’s about connection—being able to sit across from someone and really understand them, culture and all.
Sometimes, Hong Kong people are surprised when they hear me speak Cantonese. And honestly, you can get by in Hong Kong just speaking English. But it’s a different experience when you can speak the local language. It opens up a whole new side of the city. In fact,
I feel a deeper sense of belonging when I speak Cantonese.
Siri, 29
speaks Thai and English, and is struggling to learn Mandarin.
I started learning Mandarin back in 2015, during a summer exchange programme in Beijing. When I got back to Bangkok, my dad thought it might be a good time for me to learn Chinese.
My teacher was Thai, and I learned everything from scratch — pronunciation, grammar, and basic vocabulary. It felt really rewarding whenever I got the right answers in quizzes or assignments. But writing Chinese characters was always the hardest part for me. It felt discouraging sometimes because I found it so complicated. Although there are similarities in Asian languages, such as pronunciation. I went to Beijing again months later, and from then on, I was not only curious about the language, but the culture too.
Being able to speak even a little helped me a lot when I was living in China.
With my broken Mandarin, I found people were still very open and welcoming, and it helped me feel more at home.
Later, as I made friends with local girls, they showed me around places in Beijing I probably wouldn’t have gone to on my own.
Once I moved to Hong Kong, my Mandarin studies stalled, and I rarely use it here. It’s actually quite easy to live just speaking English, and most people around me speak Cantonese, not Mandarin. I stopped last year because I felt like I had hit a wall. The classes kept getting more difficult, and I didn’t have either the time nor the opportunity to practice or do homework properly.
As for Cantonese, I don’t really plan to learn it. It seems even harder, both in terms of speaking and writing, and it’s not as widely used outside of Hong Kong compared to Mandarin. I still want to improve my Mandarin listening and speaking skills, especially for daily conversation.
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Gabi, 29 speaks Chinese, English and Swahili.
When I was choosing my university major, I had my heart set on becoming a war correspondent, and friends around me all advised that I should study a less common language. Out of curiosity, I filled my application form with niche languages like Arabic and Swahili. By a twist of fate, I was eventually admitted to a university to study Swahili. Those four years were fulfilling, and I even spent a year on exchange in Tanzania — that was, without doubt, the peak of my Swahili language ability.
In the decade since graduating, I have neither worked in East Africa nor continued with Swahili. Instead, I chose to further my studies in Hong Kong and settle here. My Swahili has now faded almost completely, and its influence on me has grown smaller over time. Although Swahili is quite close to Arabic and has borrowed many foreign words, its cultural and historical depth is relatively limited. In my brief period of study, it did not leave me with a profound cultural resonance. That experience has become more of a label for me — something that new friends will remember about me, even though it no longer holds much weight in my life.
I have always enjoyed learning languages, especially those with a rich cultural heritage. Languages such as French, with its literary works and cultural richness, are especially appealing to me.
I adore the works of Milan Kundera, and sometimes I think that if I had studied French at university, perhaps I might have been closer to the literary world I long for.
Learning a language requires long-term dedication, but without the right environment to immerse yourself in, it is hard for the effort and reward to match. As a child, I once dreamed of mastering a dozen languages, but as I grew older, I came to realise my own limitations. I have found that my language learning relies heavily on memory, lacking the gift for languages and sensitivity to sound. Take Cantonese, for example, although I can now communicate fluently, my pronunciation is never truly authentic. As someone from the Mainland living and working in Hong Kong, I sometimes feel a sense of identity divide. Even though I can speak and understand Cantonese, my friends are still mostly from the Mandarin-speaking areas.
A friend once told me that one should always find a partner who speaks multiple languages, because such people tend to have more open minds and can show you different worlds. Just as those who do not know English lack the perspective of the English-speaking world.
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The other world you encounter through a language really can change the way you think, offering both comfort and inspiration.
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I speak German and Norwegian because my parents are from Norway, and I grew up in Switzerland’s German-speaking region. A multilingual family environment made it easier for me to pick up other languages. I learnt French in school. However, I don’t think I speak French very well, even after seven years of learning it in school, because I was never able to use it beyond the classroom.
terminology tongue expression expression jargon phraseology talk sound expression conversation communication verbalization vocalization diction conversation verbalization word accent dialect interchange interchange speech expression expression Stian, 30 speaks Norwegian, German, English and some French.
Although I’m ethnically Norwegian, I have never lived in Norway. I can imagine my vocabulary and knowledge of local slang would be quite different from those who live there. Transitioning to speaking Norwegian now might take me a bit of time because I haven’t used it regularly.
I notice that I become more formal when I speak Norwegian, whereas I feel more confident speaking German.
The benefit of learning a language is that you can truly connect with local people when you travel. People always feel more comfortable when you speak their native language, and instantly, there’s a sense of connection. They’re often pleasantly surprised when they meet tourists who speak their language. It opens many doors, even if you only know a few words. At least you tried, and they will appreciate that effort, seeing it as a genuine attempt to know them better. In return, they’ll often be eager to share their experiences and help you out.
The way you communicate face-to-face will never be the same if you rely on AI translation or other tools.
Communicating with people isn’t about producing a perfect sentence through technology — even if you speak in broken sentences, the people you talk to will feel closer to you.
Street Speak
Hei-ching
The conversation continued as we took our microphone to the street.
Learning new languages is a very enjoyable experience, because you don't only learn the language itself, but you also expose yourself to the cultures behind that language. It also lets you enjoy more types of media from around the world. So, it really just makes your experiences much broader.
As humans, learning a new language that we are really interested in is much more enriching to ourselves and to our lives. If we really want to use it and apply it in our daily lives, we have to make it a part of ourselves, and not just rely on something that's outside of ourselves, like AI.
Lia
I do really enjoy new languages. There’s something really fun about exploring a new culture, a new language and learning about a country. Because as much as you look on Google, it's not going to give you the full deck, and it's a good way of challenging yourself and developing yourself.
I really hate going to a new country and not being able to at least speak some of their language. It feels quite disrespectful to me, and I think it's kind of disrespectful to speak to someone through a translator. Just like sticking the phone in their face, rather than actually attempting to communicate with them.
Carmen
I really love learning new languages because I can talk to more people and find out more about different cultures. I study new languages mainly for practical purposes and business.
Mr Lee Alex
I'm from the UK. I have lived in Hong Kong for 15 years. I speak a little bit of Thai – but very little – because my wife is Thai. I know only a little Cantonese. I've never been very good at learning languages, so I really haven't been able to pick it up here. My children speak more languages than I do. AI can be helpful for things like translating, but it's not the same as having a conversation with people.
I started learning English at school from a young age. Mandarin was something I picked up naturally without even realising. I think every language has its own charm, but it’s not just about the language itself. It’s often expressed through artistic mediums, whether in books, films, music, or drama. Each medium brings out different imaginations.
For example, there’s a song called Sweet Dreams. The lyrics are very repetitive, talking about being used or using others, and it repeats the same four or five lines over and over. But when you listen to it at different stages of your life, it gives you different feelings.
I learned English mainly because exams forced me to. Besides, the way English is taught here in Hong Kong isn’t very practical. We don’t learn enough everyday communication skills. Coupled with the high-pressure exam environment, I really didn’t enjoy English that much.
But I’ve always enjoyed reading novels by Mainland Chinese writers, and there are Mandarin speakers at home, so I picked it up quite naturally. I believe motivation is key to language learning — it has to be enjoyable. That’s what makes me interested and proactive.
I don’t think AI can fully replace language learning. The most important part of learning a language is human interaction and the emotional exchange. If you rely solely on AI translation, you lose that layer of emotional expression.
I speak Korean and some English. I learned English because I wanted to travel abroad. English is important — it allows me to express my emotions accurately. But I feel I don’t have enough time to learn other languages because I’m quite busy.
Home, Heritage and Tongues We Speak
Galina
I am a Russian-speaking Latvian and only spoke to both my children in Russian at home. Their father only spoke to them in Cantonese, and we spoke English with each other. The reason for this was, we wanted the children to be able to converse in both the languages of their heritage with a degree of fluency, while also being comfortable with either identity. As a result, they were able to interact and communicate in three languages with ease, making it easy to communicate with both extended families, as well as make friends from different parts of the world.
Both children went to a local school until the end of their primary years. There, they also picked up some Mandarin. They then transferred to an English-medium school, where they both took Spanish as their second language. Both of them excelled, and I wonder if it was because they were already accustomed to thinking and learning in different languages.
My son went on to study medicine in the Czech Republic and picked up enough professional Czech to be able to communicate with his patients. As both Czech and Russian are Slavic languages and have a
I mainly speak Chinese, mainly Cantonese, with my daughter at home, though we also use English, especially when she shares about her school life and studies. Since moving to the UK, I’ve been giving her Chinese lessons three to four times a week, each lasting half an hour to an hour. We usually read articles from exercise books, and she genuinely enjoys the classes. Additionally, we make weekly video calls with our family. In this way, I’m trying to gently instil in her the idea that Cantonese is an essential language for communication.
Parents share how they nurture their children’s love of languages at home and beyond.
lot in common, I believe it made it easier for him to learn Czech. My daughter works in Hong Kong and uses her Cantonese, Mandarin and English in her job. At the moment, she is also learning Swedish, as this is the language of her boyfriend, and she would like to communicate with him in his language.
Learning languages is something very important to me, and not just because I am a native English-speaking teacher in a local primary school in Hong Kong. Every day, I see many children struggling with learning English. Some of them are scared or not comfortable speaking not their mother tongue, some of them are just not motivated enough, uninterested and have no clue why they have to learn it.
It’s our job as parents and teachers to explain why it is so important to learn new languages. I believe being able to communicate in different languages provides an opening into different cultures, creates a greater understanding between people and gives more opportunities for a successful future. Besides, the more languages you know, the easier it is to learn the next one!
I’m worried that once she starts school, she might gradually forget Chinese like other children. Her best friend is from Greece, and her mother told me that she no longer likes speaking Greek after going to school. I think Chinese is such a beautiful language, and I hope my daughter can appreciate not only the words themselves but also the culture expressed through poetry, literature, and songs. Reading and writing have brought so much happiness and fulfilment to my life, and I wish she could enrich her life through Chinese, too.
Motivation, Struggle and Reflection
What do teachers say about learning new languages?
Mr Mentez, Spanish teacher
Languages are not difficult; they are just different.
The motivations of Hong Kong students to learn Spanish vary greatly with age. Older students like to travel to Spanish-speaking countries, while younger students, especially boys, are more interested in international attractions such as the Spanish Football League. Female students usually look for other topics of interest, such as food, music, and cinema stars. Some want to try to use Spanish as a third optional language for official examinations such as DSE, although most of them usually give up halfway through due to excessive pressure from core subjects and lack of available time.
Hong Kong students are quite good at memorising vocabulary and relating Spanish words to English cognates, of which there are quite a few, thanks to the common cultural roots of Latin in Europe. But they have difficulties with sentence structure and understanding long segments of speech. They keep applying English structures to Spanish sentences, which most often than not does not work. It takes quite some effort to develop fluency in a Romance language since many grammar features are not present in Chinese, sometimes not even in English, which belongs to a different family of languages.
Many students get frustrated after a few months, and they quit because they feel that the progress is too slow. Something similar happens to Spanish learners of Chinese: the language distance makes it more challenging. I always insist to my
students that maybe that’s where the beauty of learning a foreign language resides: overcoming a complex, difficult task and taking it as a life goal more than a short-term, exam-related issue.
Many students keep complaining that Spanish sentences look weird compared to English, but weirdness is not an applicable concept to languages. Languages are not difficult; they are just different. The more distant they seem, the more they might help you to widen your perception of reality and the world around you.
I always try to make students grasp a bit of how a Spanish speaker perceives the world through their language, and then compare it with other languages that they know already.
The language reflects the culture, and the culture reflects the language, and the pleasure of feeling part of something that was alien just a few days or weeks ago is indeed a wonderful trigger of self-awareness and reflections that otherwise might never happen inside the mind of the student.
Understanding a new language is understanding a bit more of the world we live in, and that is one of the main goals of education, especially when we try to go beyond exams and CVs, and all those more or less arbitrary markers that society throws under our feet to test how we will react. Spanish is a language that contains many cultures, histories, traditions, drama and passion, and transmitting my love for all those is, hopefully, not only a language lesson, but a lesson on love for life in its many manifestations and on learning as a tool to nurture and keep that love fresh through a lifetime.
Ms Miyuki, Japanese teacher
I hope that the Japanese language becomes their small refuge.
Every country has its own core culture. Japan, with its agricultural heritage and frequent earthquakes, places great emphasis on cooperation and a spirit of “Wa” (harmony). That is reflected in Japan’s quiet streets and environment. In my lessons, I hope to teach students more about Japanese culture and background like this, but when classes are exam-focused and time is limited, I often have to overlook this aspect.
Unlike compulsory Chinese lessons in schools, where students share the same clear goal, those who take Japanese classes usually do so because they are interested in Japanese culture a feel very close to it. In Hong Kong, we can easily access Japanese things, such as Donki, AEON, YATA, SOGO and so on.
Ms Jessica, Korean teacher
Unlike Chinese or English, the biggest motivation for students to learn Korean is K-pop.
They admire their idols and want to understand the lyrics and performances. Because of the commitment, they achieve better results and make faster progress. Those who are not particularly interested in K-pop often give up more easily, as there are few opportunities to apply the language in daily life
Many students have been to Japan many times, so they hope to be able to speak some words with shop staff, restaurant waiters and hotel staff when they travel. Some are passionate about anime, others enjoy Japanese pop culture, and of course, some take it to gain extra marks for exams.
As Japanese culture is popular, many of them can understand common everyday expressions, though they tend to struggle more with grammar. Overall, students who like Japanese tend to be mild-mannered and polite, and more often than not, there are more girls than boys in the class.
As a teacher, I hope to sustain their passion for learning Japanese and create a positive classroom atmosphere, helping them to find that inner spark. During adolescence, the crucial period in the formation of personality, I hope they can take in the best from different cultures.
When they are under pressure, I wish for language to be their small refuge, opening a window for them to see different paths
The second motivation is future plans. Some students see their future in Korea and want to build a strong foundation while they are young. Since Korean has been included as a subject in the DSE, many want to give it a try and learn an additional language, particularly because Korean is, in some respects, closer to Cantonese.
There are clearly more female students than male students in my classroom, with learners ranging from primary, secondary
Students
become more open-minded when learning a new language.
school, to tertiary level. What students excel at most is listening, as they often watch Korean dramas, shows, and listen to Korean songs.
In fact, learning Chinese, English, and Korean is not contradictory. Students with a strong foundation in Chinese and English often find it easier to spot connections and similarities in Korean, as many Korean words are derived from Chinese or English pronunciations.
Beyond the language itself, I also share with students aspects of Korean culture, such as daily life, ways of thinking, eating habits, values, and even certain myths or misconceptions. Students show great interest in these topics, and in the learning process, they are very open-minded, actively comparing themselves with Korean culture. I hope learning Korean sparks greater curiosity in them about Korea and becomes their first step into a new world.
This Year’s Young Writers
Since 2016, the HKFYG has been running the Young Writers Programme, giving young people the chance to experience the joy of publishing and realise their dream of becoming an author. The selected works from the 10th edition have now been published.
Kan Ka-yim
An educator and founder of a Chinese language learning platform, passionate about language education.
Chak Yin-kwan
Lecturer in the Department of Literature and Cultural Studies at The Education University of Hong Kong.
This is my first time publishing a collection of essays, and I feel both excited and nervous. I am grateful to The Hong Kong Federation of Youth Groups, as well as the editorial team and designer, for their hard work and support. My book, Summer Flowers and Autumn Leaves, has finally come to fruition. I hope you will enjoy reading it, and may your life be beautiful like summer flowers.
Within classrooms, in creativity, and across everyday life — 30 reflective essays on growth, written with the brilliance of blossoming flowers and the quiet beauty of falling leaves.
My book, Sixteen Idols in Classical Chinese Literature, took me half a year to polish before I finally settled on the manuscript. It is an experimental work that is half sweet, half bitter; half new, half old. I believe that learning begins with curiosity and flourishes through enjoyment.
I would like to thank the HKFYG Professional Publications team and Professor Poon Ming-kay for their support, which made this book possible and allowed me to share my creativity and vision with more students.
I hope that as you turn the pages, you will smile with ease, gain fresh insights, and discover your own reflections from the book.
This book presents the 12 Chinese set texts of the Hong Kong Diploma of Secondary Education (DSE) in an innovative way, transforming the Confucian and Daoist spirit of classical works into the beliefs and personas of idols, all illustrated through humorous and accessible comics.
YoungWriters Programme Celebrates 10 Years with Exhibition and Talks From Dream to Reality:
The HKFYG marked the 10th anniversary of its Young Writers Programme with an exhibition and writers’ talks at Eslite Bookstore, Causeway Bay, in August and September. The event highlighted a decade of achievements while showcasing new voices in Hong Kong literature.
The opening ceremony on 2 August brought together past participants and literature enthusiasts. HKFYG's Executive Director Hsu Siu-man reflected on the programme’s vision and its role in nurturing emerging writers. Author Lee Yat-hong and this year’s winning writer, Kan Ka-yim, shared the joys and challenges of their creative journeys.
The exhibition featured past works available for purchase at the 9/F Forum, alongside a series of three weekly talks in August. The first, Teacher aka Writer: Making Chinese Learning Enjoyable, explored how writing can connect people beyond the confines of examinations. The second, From Frame to Page: How Photographers Tell Stories, examined the link between photography and storytelling. The third, A Stroll with Emotions, discussed mental well-being and offered practical tips on embracing emotions through words and illustrations.
Since its launch, the Young Writers Programme has funded more than 20 young people to publish their first works anvd will continue to nurture local talent and support young people in developing their creativity.
Calling the Next Generation of Writers
The 11th Young Writers Programme is now accepting applications. If you are passionate about storytelling and dream of publishing your first book, this is your chance. Follow our social media to get the latest updates and opportunities. hohoreading
BEYOND FLYING SWORDS AND SPIRIT BEASTS
In this love letter to Xianxia, Ariana explains why this genre of Chinese fantasy resonates so deeply with younger generations.
White robes flutter like whispers across the ink-black sky. Silver swords clash under a sleepless moon. Intricate dances woven by footsteps cast shadows on misty mountaintops. Here, mortals chase immortality, love defies fate, and battles are fought with both blade and soul. This is Xianxia (仙俠) — a breathtaking world where myth, philosophy, and fantasy intertwine.
But what exactly is Xianxia? It’s often confused with Wuxia (武俠), a type of Chinese fiction about the adventures of martial artists. As someone who’s hopelessly obsessed with the genre, I get asked this a lot, and I always answer: If Wuxia is a poetic sword fight beneath falling plum blossoms, then Xianxia is a celestial war written across galaxies of fate. While both explore martial prowess, Wuxia stays grounded in history, where warriors uphold honour and justice through swordsmanship. Xianxia, however, is otherworldly. Deeply rooted in Taoist
by Ariana Wong
ideas and ancient folklore, heroes cultivate spiritual energy, tame mythical beasts and fight to ascend toward immortality.
My love for this mysterious new world all began with a click. It was 2020. The world outside was crumbling, and I was stuck indoors like everyone else. I was scrolling aimlessly online, numb from another western fairyland filled with British accents and blonde princesses. I craved something more — more magic, more depth and more soul. Then I found The Untamed (陳情令). I clicked, watched and fell deep in.
It was a lingering pluck of the Chinese guqin (古琴), light but playful, like mist drifting over still water. Wei Wuxian, the male protagonist, appeared with a mischievous grin beneath moonlit scrolls. Together with Lan Wangji, they wandered through jagged peaks and winding rivers, their friendship unfolding delicately between order and chaos.
Then a single string trembled. The harmony twisted into dissonance. The rise of the Wen clan brought bloodshed in the name of power. Wei sacrificed his cultivation for his brother — a decision that would haunt him for the rest of his life. The rhythm of the guqin quickened into fury. The tension between Wei and Lan simmered beneath words left
unsaid. Sworn promises were exchanged under moonlight. Every stolen glance and every fleeting brush of fingers spoke of betrayal, of sacrifice.
And then, as if the heavens themselves exhaled, the melody rose again — this time filled with emotion too deep for words. There was a rebirth. There was Lan’s unwavering presence. There was hope. And finally, there was love. By the time the final note faded into stillness, I had fallen utterly and irrevocably into the world of Xianxia
It is no surprise that the Untamed had, by the end of 2020, garnered over 9.5 billion views on Tencent Video alone. Subtitled in more than 12 languages, it captured hearts across Asia, Europe, and North America. It didn’t stop there. Shows like Love Between Fairy and Devil (蒼蘭訣) and Till the End of the Moon (長月燼明), continued the wave, with platforms like iQiyi now streaming over 15,000 hours of Chinese content a year, with nearly 40% of it being Xianxia. This isn’t merely a phrase. It’s a global wave.
Success also brings challenges. Accompanying its expanding popularity is also the criticism about tradition and modernity, the fading of the original Xia spirit, particularly the deep-rooted values of loyalty and justice that once defined many classic stories. It saddens me. Yet, I don’t believe all hope is lost.
For starters, some Xianxia dramas retain traditional elements, such as classical speech patterns and ceremonial rites, while elevating their visual storytelling through dynamic cinematography and artful colour grading. Love Between Fairy and Devil, for instance, isn’t just visually stunning — it has that dreamlike, otherworldly feeling that makes the celestial world feel both ethereal and mesmerising. More importantly, the stories are evolving too. Yes, they still explore cultivation, reincarnation, and the pursuit of eternal existence. But increasingly, they challenge black-and-white morality and reflect contemporary themes.
Till the End of the Moon gave us Tantai Jin — not a one-dimensional villain, but a tragic figure shaped by trauma. His story forces us to grapple with the idea that evil can be born from pain, and how redemption, even for the darkest hearts, is possible. Other stories highlight love and peace, and the acceptance of being “imperfect.” As
a result, not only does this expand the emotional depth of Xianxia to stay relevant in a globalising world, but it also preserves their roots in Chinese folklore.
Not to mention, as a 16-year-old fantasy lover, I truly hope that more and more younger generations can appreciate the beauty of these dramas. For me, it’s not just the flying swords or mythical creatures, but the way these stories reflect our struggles.
In Xianxia, every protagonist starts as a nobody. Through years of arduous cultivation, they grow and climb toward understanding and purpose. Isn't that what growing up feels like? Additionally, the game-like storytelling also connects with Gen Z in fun new ways, portraying romantic encounters vividly and concretely. Love Between Fairy and Devil felt almost like a live role-playing game, with quests, levels and hilarious romantic challenges. At first, the male lead Dongfang Qingcang is bound to female protagonist Xiao Lan Hua through a heart spell and ends up doing silly things like fetching magical water and listening to her incessant chatter. Watching him go from an arrogant god to a flower soup-making boyfriend is both hilarious and heartwarming.
There are still endless ways that this type of Chinese fantasy can expand its audience to younger faces, such as mixing in horror, slapstick comedy or even everyday moments like tea chats between immortal beings. Somehow, it all fits. That’s the magic of it.
In a world obsessed with instant gratification, Xianxia reminds us to slow down, to grow, to fight for something bigger: truth, love and meaning. It whispers to us that the heart matters as much as the sword, that every scar is a story, that even though I am small, my journey can still be epic if I dare to believe.
As the guqin plays softly in my head, I imagine the white-robed heroes fading into the mist, and one thought lingers: Maybe, just maybe…we’re all cultivating something, even if it’s just the courage to dream.
Ariana Wong, 16, from Heep Yunn School, is passionate about traditional Chinese mythology and Chinese dramas. Apart from street dancing, public speaking, or sipping cranberry juice while dreaming up fantasy worlds, she finds joy in sunrises and sunlight. Compassionate and carefree, she hopes to make others feel safe and inspired to discover their own potential.
THE RISE OF INDIE VIDEO GAMES
by Alena Lee
Growing up, I often watched my brother play video games, such as Resident Evil, Overwatch, and Red Dead Redemption. Gaming was a pivotal part of my childhood. Not only did it immerse me in thrilling virtual worlds, but it also brought my brother and me closer, since we would never get bored of our video game discussions.
As someone who spends most of their spare time gaming, I have learnt valuable problem-solving skills, particularly from story-driven games that challenge me to think critically and solve conflicts. Gaming also serves as a powerful stress reliever, through which I take a break from academic pressures and feel a sense of accomplishment.
Among all the video games I play, my all-time favourites are independent games developed by individuals or smaller teams, without the backing of major publishers. You may be familiar with independent music and films, but independent games, or “indie games,” are gaining wider recognition. Their popularity has grown rapidly thanks to YouTube, where creators like Markiplier and Kubz Scouts showcase these hidden gems on their channels.
If you share the same taste, you’ve probably heard of the well-known indie game Minecraft. Released in 2009, it’s an open-world sandbox game that gives players the freedom to build and explore without limits. While I never played much Minecraft growing up, I definitely noticed its impact
Alena reflects on her passion for indie games and the creativity that sets them apart from mainstream productions.
on the gaming community. I believe that despite its simple concept of building blocks and exploration, the game gives players a sense of freedom, providing a platform for self-expression through creativity, for example, by building a village and expanding it. This allows players to create unique worlds that reflect their tastes and identities, allowing them to express who they are.
Additionally, Minecraft teaches players resource management. In survival mode, they must carefully manage their resources, understand inventory management and prioritisation. This game has also propelled many YouTubers to fame, including Dream and Technoblade. Its cultural impact is undeniable. The game was even expanded into a blockbuster film in 2025 that became one of the highest-grossing video game adaptations ever, with a global box office of $955.1 million US dollars.
However, the game that resonates with me the most is the thrilling mascot horror game, Five Nights at Freddy’s, commonly abbreviated as FNAF. Created by American video game developer Scott Cawthon, the game has successfully expanded into a series, featuring approximately 30 games, 58 books and one movie to date. I fell in love with the deep lore and secrets in these games that tell a very compelling story, leaving viewers wanting more.
Those timeless indie games have shaped the modern indie game landscape and inspired a wave of new games.
One recent example is Fears to Fathom, an episodic interactive experience that immerses players in horrifying, relatable real-life situations through captivating narration. Its blend of survival horror and dialogue-driven narrative, combining a retro aesthetic from the 1990s, is so appealing in the current era of indie games because it attracts both the older and younger generations. Many people who grew up with games released in the late 90s to early 00s have fond memories of those classic games. Their modern adaptations evoke a sense of nostalgia when reliving those experiences. The younger generation
often plays mainstream games with high-definition graphics, and the retro style feels fresh to them, allowing them to appreciate the evolution of video game graphics. So, what exactly sets indie games apart from mainstream ones? To start off, most mainstream games typically focus on high-quality graphics, numerous mechanics and large-scale maps. In contrast, indie games usually prioritise narrative and artistic expression. With smaller budgets and teams, indie developers focus on creating meaningful experiences rather than relying on visual spectacle.
But graphics isn’t the only factor. Indie game developers often engage more closely with their communities and are more aware of the feedback from players. This is because the implementation of changes in mainstream games requires longer development cycles, making it harder to incorporate community feedback swiftly. As a result, indie game developers have more creative control over their games, which allows for experimental gameplay. As indie games are self-funded, developers are less beholden to publisher demands and market pressures. However, large-scale development teams in mainstream studios may struggle to preserve the vision of individual creators.
In my opinion, the future holds great promise for indie games. We are seeing more and more games achieving commercial success, and in some instances, collaborating with large corporations to expand their games into full-fledged franchises.
Beyond the promise of success and thrill of playing, indie games remind me that you don’t need a massive budget to create something extraordinary. With passion, creativity, and community support, a small team — or even a single developer — can change the game.
Alena Lee is a Secondary 3 student at HKFYG Lee Shau Kee College and a member of the school’s editorial team. Having participated in the Young Historian Training Program 2023-2024, she enjoys exploring historical topics and the history of video
NEURODIVERGENCE IS NOT A DISABILITY
by Hedwig Siu
Discover how the writer challenges society’s narrow definition of “normal” and shows why neurodivergence should be seen as a strength.
The human mind is something we will never be able to figure out truly. Everyone’s mind works differently, and some people perceive things in completely different ways from others. When there are a million ways to interpret one thing, who gets to decide what’s “normal” and what’s not?
I’ve grown up surrounded by people with ADHD (Attention Deficit Hyperactivity Disorder): my mother, my brother, teachers, and close friends. Some of them also live with dyslexia. Though I haven’t been formally diagnosed, I show mild symptoms myself. My
fascination with psychology stems from this environment — I’ve always wanted to understand how the mind works.
To me, humans are judging things that seem out of the ordinary, just like bullying, racism and discrimination, even though we are equally different from one another. While my opinion may seem hypocritical in this current light, it is indeed how many in this modern society are treated. It makes me question: What do we really mean when we talk about “abnormality”— and who decided that divergence from the norm is a flaw?
First, what is neurodivergence? Neurodivergence describes the mind of such an individual who thinks or perceives differently from most. This could be someone with autism, ADHD, BPD and much more. However, neurodivergence has been cast in a negative light for quite some time, with people mingling it with mental disabilities. Although this is what people claim it to be, a more accurate clarification between the two would be that neurodivergent individuals can learn, understand and communicate just as anyone else does. The only slight difference in their mind from your average individual would be the way they see something.
Autistic people might notice things or details that others might not, or ADHD people might think faster than someone else without. These are measly examples of reasons neurodivergent people are considered abnormal, but in truth, they are no more than small bits of behaviour that make them slightly different from others. However, true mental disabilities are conditions that are unchangeable and affect one’s mind so heavily that they cannot live a normal life, permanently damaging or hurting their mind, such as schizophrenia, brain cancer and tumours. These types of patients will never truly recover and will be permanently disabled.
Meanwhile, neurodivergent individuals have an albeit slim chance of “recovery” and are not usually medicated. Despite the accusations, neurodivergent individuals are not crazy, slow or stupid, and many of them, on the contrary, have high potential and intelligence.
Now the question is raised. What is ADHD if it is not a disability? In reality, ADHD is merely a type of behaviour which causes one to be inattentive or easily distracted. Its “symptoms” include inattentiveness, constant fidgeting, lack of patience, carelessness and poor memory, among others, giving the “disorder” its name.
However, nothing is truly bad with no upsides. With the ability to think faster than others, ADHD-diagnosed individuals tend to be highly creative and innovative, and if intuitive enough, have a very developed ability to multitask and usually complete their tasks extremely efficiently, albeit with some minor mistakes.
According to diagnosed patients with their ages ranging from seven years old to 40+, they believe that although they may perceive and understand things more slowly, they are persevering and find their condition part of themselves and offer them a new perspective than others. Why should we restrict what people do merely based on our assumptions? Why should we judge individuals who don’t seem to meet the standards of society when we are all unique and not carbon copies of each other? Just as people of different races or genders once faced discrimination, the neurodivergent community are also suffering a similar fate, because this topic has not been addressed or brought up enough.
However, if we assume that someone is incapable of something, they will likely try to truly know whether they are capable of doing it. But hey, if our assumptions influence people, why don’t we instead assume a neurodivergent individual can be capable of great feats? Why should we stigmatise and judge someone before we truly understand their abilities? Would it not be hypocritical if we chastise a racist, but after a moment, slander the neurodivergent community? Of course, if you believe that you or someone around you is neurodivergent, please don’t hesitate to reach out and seek help, because there is a warm and welcoming community ready to accept all our differences and unique abilities.
Hedwig Siu is a 13-year-old international school student who enjoys reading, sleeping, writing, public speaking, drawing and fluffy things. She likes fiction and her favourite book is The Midnight Library. She aspires to become a psychologist and end discrimination towards neurodivergence one day.
BOYS, GIRLS, OR BOYS AND GIRLS?
Is growing up in mixed schools a recipe for distraction or the best training ground for equality, respect and real-world relationships?
by Diago Yu
I have been studying in co-educational schools for 12 years and believe that this has shaped my personality and growth. I’ve come to believe that mixed-gender education offers significant benefits that outweigh its drawbacks, given my healthy school life, genuine friendships, and the mere enjoyment of being at school.
In the UK, single-sex education was once the standard in both private and public sectors. Today, however, that model is increasingly rare, with only about 16% of British high schools remaining single sex. While in Hong Kong, the number is still relatively high, with an estimated 40% of schools being single sex.
The most cogent reason in favour of mixed schools is their potential to promote gender equality through daily communication. Studying in the same schools, boys and girls work together, collaborate on assignments and navigate challenges as teammates. These experiences teach them to communicate, respect each other, and treat one another with kindness and good manners.
Working with both boys and girls has made me a better communicator, enhancing my exposure to those of various working styles and characters. The diversity has really motivated me to understand what individuality means and how it should be respected. Looking forward, I feel certain that I can communicate with everyone more empathetically.
I have also become more aware of behaviour and how the social sensitivity often seen in girls complements the assertiveness commonly found in boys. Over time, this balance can help dismantle harmful assumptions about gender roles and encourage healthier, more respectful dynamics.
Discipline, too, can improve in a co-ed environment. Students may want to uphold a positive image in front of the opposite sex. Trying to demonstrate their mannerism and attractiveness, they demonstrate attentiveness in class and a focused learning attitude. Personally, I pay much more attention to my behaviour and appearance around girls so as to present a better image of myself. Apart from leading to my improved hygiene and courteous actions, this has also encouraged other boys I know to be more polite and respectful to others.
A more diverse classroom environment creates a more harmonious learning environment and naturally discourages the kind of peer-group behaviour — such as aggression or groupthink — that sometimes flourishes in all-boys or all-girls settings. A social experiment in the US revealed that when ten boys were left together in a house without supervision for a week, they physically fought for power over one another and wreaked havoc.
That said, co-educational systems are not without drawbacks. The most fundamental observation is that students may share a less tight-knit bond with their peers. For instance, many boys’ schools highlight the idea of “brotherhood” with lifelong memories and unforgettable bonds.
In mixed schools, personal growth may be adversely affected when same-sex friendships are less prominent, with a lack of close brotherhood where hard work and challenges are not as deeply shared.
Similarly, another common concern of mixed schools is the higher possibility of romantic relationships, which could distract students from their studies or lead to
emotional complications. Overall, students are more likely to date in mixed schools, except for the rare case of homosexuality, mostly due to regular interactions between boys and girls.
While these concerns are valid, they don’t necessarily apply to all students. Not everyone forms close same-gender friendships in single-sex schools, and not all dating relationships in co-ed settings are problematic. In fact, some students report that having a partner at school can be motivating — providing emotional support and encouraging goal-setting. When I have a new crush, I often work harder in my ECAs and boost my grades, thus demonstrating that love is a form of motivation for me. It inspires me to reach my full potential and continuously improve.
There is also evidence that boys in single-sex schools, on average, perform better academically across a range of subjects, ranging from sciences to humanities. For students going through the often-confusing journey of adolescence, a close-knit, same-gender support system can provide comfort and stability.
A Hong Kong University research has found that students from single-sex schools are more gender-salient and more anxious in mixed-gender situations. From my own experience, I also found that respectful co-ed interactions have helped me grow as a communicator and a more open-minded individual. Meanwhile, dating in school seems far less common than people assume, and its effects vary widely depending on the individuals involved.
Ultimately, while same-sex schooling may offer certain advantages for specific students, the broader societal benefits of co-education — better gender understanding, improved discipline, and more inclusive learning environments — make a stronger case. Mixed schools reflect the world students will eventually enter: one that requires them to work, live, and build relationships across genders.
Diago Yu is a student from St Paul’s Co-educational College. With a passion for writing, he hopes to make a difference with pen and paper. When he’s not writing, you’ll find him doomscrolling, volunteering, or joining Model UN conferences.
BEYOND BORDERS:
ERENITY
Candy reflects on her summer exchange in Cambridge, contrasting Hong Kong’s relentless pace with a slower, more mindful lifestyle — and discovering what balance truly means.
by Candy Wong
Living in a city where speed and efficiency are priorities, I have grown accustomed to a lifestyle of fast-paced routines and non-stop activities. Early morning days filled with packed schedules, classes, extracurricular programmes and tutorial lessons. Then repeat. I actually thrive on this energy, an energy that is also represented by the hustle and bustle of city life, with its relentless pace. It’s been an exhilarating routine, yet equally exhausting.
What are different countries like? Are there slower-paced lifestyles? Ones that allow for leisurely strolls after school and spontaneous adventures in nature and outdoors.
I had the good fortune to test this out in a three-week summer exchange programme in Cambridge. I was prepared, but I still experienced shockwaves in ways I never would have imagined and a lifestyle in total contrast to my daily routine in Hong Kong.
The atmosphere was refreshingly different. Instead of a “competitive” learning environment, I was immersed in “collaborative” learning, brainstorming ideas collectively with my peers. Instead of working overtime, I was encouraged to give myself time to wind down from assignments and pursue passions, hang out with friends and enjoy the freedom to explore interests beyond academics.
Initially, I thought this was the perfect lifestyle, an ideal escape from the persistent busyness of Hong Kong. However, as the days progressed, I realised I couldn’t fully adapt to this slower pace. The allure of Cambridge’s gentle
pace was undeniable, but I found myself yearning for the vibrant energy and sense of urgency that my hometown is famous for, apart from it being a paradise of food, which I missed.
I was disconnected from the rhythm I was accustomed to. The tranquillity was a disconnect from the dynamic city in which I grew up. I know that, though sometimes suffocating, a packed schedule gave me a sense of purpose. But it wasn’t that simple.
My time in Cambridge and the interactions with my global peers made me rethink how I looked at the world: being busy, pursuing a materialistic lifestyle, status, luxury and endless activities, against a minimalistic lifestyle, quality over quantity, less consumption of the latest gadgets and fashion, and time.
I recognised that there were some healthy practices I could adopt, to find what best fits me. Not one lifestyle or perspective is perfect. I just need to find what keeps me balanced and resonates with my values.
Candy Wong is a 17-year-old studying at Liu Po Shan Memorial College. She is a passionate and enthusiastic debater and public speaker. She also cherishes the small joys of life, finding happiness in everyday moments that many may overlook.
A spark becomes a story – your writing journey starts here! Since 2016, the Young Writers Programme has helped young voices step into print, offering subsidies and professional support. After 10 successful rounds, we’re back for the 11th year – ready to open the door to publishing for you.
Recruitment 15 Sept–26 Oct 2025
Interviews 12–19 Nov 2025
Results Mid–December 2025
Publication July 2026
How to Join
Submit the online form + manuscript sample (min. 1,000 words or five illustrations). Include: purpose, genre & synopsis, manuscript and profile (individual or team).
Who Can Apply
Hong Kong Permanent Residents, aged 35 or below, who have never published a book Apply solo or in teams of up to three.
What You’ll Get
Chance of full or partial subsidy for publication
Official launch at Hong Kong Book Fair 2026
Distribution in major bookstores
Deadline
26/10/2025
Early
Bird Perk
Submit by 29 Sept 2025 to get editorial feedback and one more chance to re-upload your work!
Young Writers Programme
Connecting Young People with Countryside Conservation
As more young people turn to Hong Kong’s countryside for leisure and inspiration, a new study reveals how conservation could unlock fresh opportunities for youth engagement, careers and sustainable development.
Nine in ten young people in Hong Kong see countryside conservation as crucial for sustainable development, according to a new Youth I.D.E.A.S. study. The research, conducted by the Federation's think tank, also found that over 80% believe conservation can provide young people with new ways to engage in society.
How important do you think countryside conservation is regarding urban-rural sustainable development of Hong Kong?
To what extent do you think that countryside conservation provides an alternative for youth engagement in society?
through an online survey of 534 young people (aged 15 to 34), 15 case interviews and five one-to-one interviews with experts and academics.
Nearly 80% of respondents said they had visited the countryside in the past year. Their main reasons included relaxation and connecting with nature, outdoor activities, and taking part in festivals or cultural events.
Among them, 14% reported joining in conservation
In the past year, have you visited the countryside areas of Hong Kong? If so, how many times approximately
6 times or more
3 to 5 times
1 to 2 times
three reasons for visiting
Youth I.D.E.A.S. is the Federation’s youth think tank that conducts evidence-based research for policy advocacy. Since its establishment, it has completed over 80 research projects and actively communicated with policymakers and different sectors of society.
projects, mainly through schools, universities or NGOs. The majority (76.8%) had not taken part, citing lack of time, knowledge and access.
More than six in ten (62.9%) believe countryside conservation could support youth career development. The most appealing occupations include traditional crafts and food products, tourism, and nature and ecology conservation.
Experts interviewed for the study stressed that the diversity of countryside conservation allows young people to get involved in different ways, bringing in innovative thinking and embracing values of co-creation and co-sharing. This can give young people more opportunities to demonstrate their strengths.
On the government’s Northern Metropolis initiative, respondents rated their expectations of “urban-rural integration” at an average of 5.2 points on a 10-point scale. Around 27% were pessimistic about the future of countryside conservation, while only 9.6% were optimistic.
Recommendations
Deputy Convenor of the Youth Development and Engagement Group John Poon Tsz-fung pointed out that the countryside constitutes an important part of Hong Kong’s environment, history, and culture, holding significant meaning for its urban-rural sustainable development. He suggested the government should formulate a sustainable development blueprint for the urban-rural areas through macro-level policies and strategic planning. The blueprint would help build a new vision for countryside conservation with elements of co-creation, co-sharing, and inheritance, and this, in turn, will help foster confidence among young people and motivate them to participate in the sustainable development of Hong Kong society.
Fellow Deputy Convenor of the Group, Kelly Cheng Hui-kiu, proposed annual rural events, such as workshops, markets and experiential activities, to connect urban residents with the countryside and raise public awareness of conservation. This would increase societal attention to rural conservation, as well as facilitate connections between youth and community.
Group member Jimmy Wu Chun-ho recommended that some seats on the Advisory Committee on the Northern Metropolis be opened to young people through the Member Self-recommendation Scheme for Youth, allowing them to share views on future development.
Another member, Anita Lee Yan-kwan, highlighted successful examples of rural revitalisation on the Mainland and suggested incorporating more sustainable urban-rural development elements into youth exchange activities to broaden horizons.
top
refresh body and mind / connect with nature
outdoor activities participate in festivals/ cultural activities
Hong Kong Youth Show Moderate Interest in Silver Economy
Hong Kong’s ageing society is creating a booming silver economy, but are young people ready to take part?
Hong Kong’s elderly population is driving a booming “silver economy,” contributing to 11% of the city’s total GDP in 2024, yet young people remain only moderately engaged with its opportunities, according to new research by Youth I.D.E.A.S.
The study, conducted between April and May 2025, found that a survey of 541 youths aged 18 to 34 revealed only average awareness of the sector, with respondents rating their understanding of the silver economy at just 5.4 out of 10, despite the significant contribution of the silver economy.
While 87.1% agreed that developing silver economy industries could better meet elderly needs, fewer were enthusiastic about joining the sector themselves. Interest was rated at 5.1 out of 10, with young people showing a greater inclination towards gerontechnology (28.8%) and culture or recreation (24.8%) rather than traditional care services.
Respondents were, however, more optimistic about the industry’s future. They rated growth potential at 6.5 out of 10, though 74.3% described the sector as still being at a start-up or exploratory stage. Low public awareness
(55.5%) and limited understanding of market demand (45.5%) were cited as the biggest obstacles to its development.
The research highlighted that Hong Kong’s young people could play a pivotal role as the silver economy becomes more technology-driven, thanks to their ability to adapt quickly to new digital skills.
Recommendations
Define and measure the silver economy:
Establish a clear definition and regularly collect and release market data to guide investment and policy.
Promote diverse opportunities:
Raise awareness that the silver economy extends beyond elderly homes and care services, highlighting sectors such as technology, leisure and culture.
Protect elderly consumers:
Strengthen safeguards by setting up a dedicated platform to handle complaints and ensure fair treatment.
Foster cross-sector partnerships:
Link tourism, healthcare and finance to create tailored services and premium experiences for high-spending elderly visitors.
Insights into the Lives of Community Carers and the Cared
Caring for Hong Kong’s ageing population increasingly falls on families, raising urgent questions about whether “ageing in place” can truly work without stronger support.
Family carers in Hong Kong face mounting stress as the city’s “ageing in place” policy collides with a shrinking birthrate and growing elderly population, according to a new study by Youth I.D.E.A.S.
The research, based on interviews with 36 carers and elderly recipients of care, as well as six experts, highlights that home caregiving has become a long-term challenge with little preparation or formal training for carers. Many reported sacrificing work, rest and social life, leaving them vulnerable to burnout.
The study stresses that the quality of care depends heavily on the relationship between carer and cared. However, conflicts often arise, adding to the strain. Community facilities also fall short of being elderly-friendly, making transport, medical visits and daily life more difficult.
While gerontechnology could relieve pressure, many elderly and carers perceive it as complicated or impersonal, limiting adoption. The study emphasises that early planning is crucial, especially as care needs often arise suddenly.
Hong Kong’s care policy, first outlined in the 1977 Green Paper, an official government consultation document proposing further development of critical public policies, has long prioritised family-based care with institutional care as back-up. But as demographic pressures intensify, the study suggests that stronger community support, better training, and more inclusive facilities are critical if “ageing in place” is to remain viable.
Comments & Recommendations
Wisely Ngai Chi-sheng, Convenor of Society and Livelihood Group, Youth I.D.E.A.S., recommended a pilot whole-person care by a multi-disciplinary team to implement a holistic elderly-centred care model. Through medical-social collaboration, the team would help both carers and the elderly to jointly develop comprehensive care plans, improving their autonomy. The plan would start as a pilot in two communities with a high proportion of elderly residents, promoted by District Councillors. After evaluation, it could be expanded to other areas to boost home-care quality and promote holistic care.
Vanessa Cheung Cheuk-nam, Deputy Convenor of the Group, proposed to develop a structured training framework for carers and the elderly, and medical-social collaboration for course delivery, while also advocating early planning for aged care and strengthening public education.
Group member Vivian Lai Chui-yan suggested setting up a gerontechnology experience lab in districts with more elderly to increase adoption rates. Younger elderly volunteers can help with promotion. Through hands-on experience and interaction, everyone can become more comfortable with technology. She also calls for a review of the inclusiveness of community facilities and transport, to help build a more inclusive, age-friendly environment for the elderly.
Growth, Grit and Giving Back
Alumna Ada Li shares how resilience, grit, and the Federation’s support shaped her journey of growth and giving back.
Born in 1997, the year of Hong Kong’s handover, Ada Li belongs to the so-called “handover babies” generation whose milestones in life often echoed those of the city itself. Her kindergarten years passed without a graduation ceremony, primary school was disrupted by the swine flu outbreak, secondary school graduations were postponed, and by the time she reached university, the COVID-19 pandemic struck.
Looking back, Ada sees how her personal journey has always been interlaced with social shifts and crises, each event shaping not only her resilience but also her sense of responsibility. From these experiences, and with the Federation as a guiding presence, Ada’s story is one of growth, grit, and giving back.
Growth
Ada was still in primary school when she first stepped into the world that the Federation opened up for her. As she recalls the past with a warm smile, her eyes light up with nostalgia. “I grew up in the Federation’s embrace, and little did I know that this would be the beginning of a transformative journey that would shape not just my career, but my very identity.”
Now a family physician and the founder of the social enterprise FreshGreen, Ada’s journey with the Federation spans over two decades. Looking back, she realises how her experiences augmented what she learnt at school. From after-school programmes that sparked curiosity, to leadership training that instilled confidence as a teenager, to a contributor to Youth I.D.E.A.S. while at university, each experience was a stepping stone for the next.
Amidst all her exposures, two moments stand out. The first was being selected to interview the renowned musician Chiu Tsang-hei as part of the Federation’s then Leadership 21, which is now called the HKFYG Leadership Institute. It was a moment that was more than asking questions; it was a lesson in bettering her communication skills, which set the stage for her future.
The second was interning at M21, the Federation’s multimedia platform, which became a full-circle moment of giving back to the organisation that had shaped her.
Growing up with the Federation's Youth S.P.O.Ts, Ada was also involved in the Research Centre's think tank, Youth I.D.E.A.S., to conduct evidence-based research for policy advocacy. In 2024, she was nominated by the Federation and recognised as one of the FutureGen Young Women Leaders. Alongside other accolades, she credits the Federation with sparking her interest in public affairs, which has since led to appointments on numerous statutory bodies and boards.
“The Federation opened countless doors for me, connecting me with mentors and friends who would become lifelong allies,” Ada reflects.
Resilience
This year marks Ada’s 10th year since entering medical school — a calling inspired by her mother, a nurse who stood fearless on the frontlines during the SARS epidemic.
“My mother was working in the medical ward at Tuen Mun Hospital, and I witnessed firsthand how she stood firm throughout the SARS outbreak. That experience inspired me to pursue medicine,” Ada recalls. Decades later, while studying for her Bachelor of Medicine and Surgery at The Chinese University of Hong Kong, she returned to the very same hospital as an intern during COVID-19, joining the fight just as her mother once had. “I fulfilled the promise I made to myself back then. Having achieved that goal, I began to reflect on other possibilities in life.”
After leaving government hospitals, Ada broke new ground as the first in her graduating class to open her own clinic. “I love connecting with people,” she says. “Building relationships with my patients, adapting to their unique personalities and backgrounds — that’s where the real growth happens.”
Giving Back
It was when the pandemic struck that Ada and her friends saw an opportunity to make a difference. Together, they founded FreshGreen, a social enterprise with a bold mission to tackle waste through a “triple-win” model. “We wanted to help businesses cut disposal costs, empower people to buy near-expiry food at affordable prices, and champion environmental sustainability,” she explains.
Today, FreshGreen thrives with over 140 employees across 10 retail outlets. “Building a business is like raising a child,” Ada muses, “watching it grow from a mere idea into something real — it’s deeply moving.”
Reflecting on her bond with the Federation, she says, “It was through the Federation that I learnt communication and leadership skills, how to work in teams and collaborate, but most importantly, about community service and even develop an entrepreneurial mindset. Without it, I wouldn’t be who I am today.”
Looking ahead, Ada wants to leave a legacy that inspires others. Her philosophy is simple: live in the moment, hold fast to your passion, and seize every opportunity life offers. She reminds herself that life is not only about the bright side, but also about hardships and setbacks — the very challenges that have made her grow.
“There will certainly be more challenges ahead, but the most important thing is to remain true to why I first started. At 18, I already understood that life should be about fighting hard to truly live. I hope that along this journey I can leave some trace behind, to influence others, and that in itself would be the greatest reward.”
Ada Li is a family physician and the co-founder of the social enterprise FreshGreen. She has been actively involved in the Federation since primary school at Youth S.P.O.Ts, later the HKFYG Leadership Institute and the Youth I.D.E.A.S. think tank, and was recognised in 2024 as one of the FutureGen Young Women Leaders.
Campus Decarbonisation Ambassador Programme
Youth Leading Hong Kong’s Green Future
Hong Kong’s 2050 Carbon Neutrality vision relies on youth engagement. Our student ambassadors are at the forefront and driving changes today.
The HKFYG has launched the Campus Decarbonisation Ambassadors Programme — an initiative empowering students to lead climate action within schools. Alongside Hong Kong’s first Youth Decarbonisation Platform, the programme equips youths with tools to track and reduce their carbon footprint while inspiring peer engagement.
Over the past year, more than 200 student ambassadors spearheaded campaigns on campuses, mobilising over 14,000 participants across 14 schools. Their collective efforts have achieved a remarkable cumulative reduction of 2.7 million kilogrammes of CO2
In July 2025, ambassadors celebrated this milestone at an awards ceremony at the HKFYG Jockey Club Organic Farm, where they exchanged ideas for green campus cultures and explored sustainable agriculture through interactive workshops.
The programme not only fosters environmental leadership but also bridges the gap between awareness and action, embedding decarbonisation into school communities. As it expands, the initiative continues to nurture a generation of youth committed to turning climate goals into tangible impact, paving the way for a carbon-neutral future.
Let's hear from our Ambassadors!
“The SDGs seem unrelated to us, but they’re closer than we think. Every step counts in promoting decarbonisation at school. Spreading awareness or making a small effort can go a long way.”
Wyatt
“I believe it's important to strengthen student education on sustainable development and environmental protection so that students can learn and understand the importance of their daily actions.”
Fung
“These experiences provided practical insights into real-life sustainability challenges and shaped my approach to finding effective solutions on campus.”
David
“I’ve learnt to think from others’ perspectives. I now promote sustainable living through daily conversations rather than forcing the concept of decarbonisation onto my peers.”
Ching
“It’s difficult to unite everyone to make a change, but by educating them about the consequences of their lifestyles, they begin making small changes.”
Sum-yu
Problem-Solving Beyond the Classroom
Every day, around 30% of municipal solid waste disposed of at landfills consists of food waste, and only 4% of food waste is being recycled.
Sing Yin Secondary School, by installing a food waste composting machine in its premises, has transformed food waste management and dietary habits into hands-on learning experiences that benefit both the campus environment and community engagement.
During lunch breaks, students separated their food waste into designated bins. The ambassadors then weighed the waste, removed bones, and processed it through the composting machine, converting it into fertiliser for school gardening activities. Additionally, the school organised a low-carbon cooking competition for teachers and students, focusing on plant-based meat alternatives to promote sustainable dietary choices.
Act and Reflect
Form 1 students at Chinese Y.M.C.A. Secondary School participated in a year-long recycling bin programme, promoting waste separation. The initiative aims to strengthen ecological awareness and develop leadership in sustainability.
Pupils engaged with the school’s green policies and facilities, analysing the efficiency of Form 1 classroom recycling bins to build critical thinking and problem-solving skills. Through interactive workshops, students explored methods for food waste classification and processing, gaining practical knowledge and developing an appreciation for resource recovery and environmental protection.
Students also designed and delivered environmental activities tailored to junior students and current school needs, encouraging wider peer involvement. After implementation, students reviewed the outcomes, reflected on their experiences, and shared insights to inspire further action.
Inter-School Partnership
Every March, St. Paul’s College partners with organisations to promote sustainability and healthy living through stewardship, bridging the United Nations’ 17 Sustainable Development Goals (SDGs) from classroom learning to student-led action.
The second annual Lifestyles of Health and Sustainability (LOHAS) Festa was held on March 15, gathering nearly 100 teachers and students from five schools. The event featured seven interactive workshops led by Student Ambassadors to foster environmental awareness and mindful consumption. A key highlight was the joint-school treasure hunt with St. Francis’ Canossian College, where participants searched for energy-saving devices around campus to learn about reducing carbon footprints.
This partnership not only fostered meaningful connections among students across schools but also demonstrated how collective action can magnify sustainability initiatives.
Learn more about the programme here!
Stories and Heritage of the War of Resistance
To mark the 80th anniversary of the victory in the Chinese People’s War of Resistance Against Japanese Aggression and the World Anti-Fascist War, the HKFYG invited young people and the public to revisit key moments of the war.
The programme opened with a launch ceremony and film sharing session of the film The Sinking of the Lisbon Maru The documentary, based on the true events of 1942, recounts the moving story of Chinese fishermen risking their lives to rescue prisoners of war after the Japanese cargo ship sank.
Exhibition
Over 270 historical photographs with explanatory texts showcasing little-known rescue stories from the wartime period
Sept 13 to Nov 30
HKFYG Leadership Institute, 302 Jockey Club Road, Fanling, New Territories
Experience firsthand traces of the war and explore cultural landmarks in Sha Tau Kok, a restricted border area with a rich cultural heritage
Oct 19, Oct 26, 2 to 5 pm
Sha Tau Kok
Scan for details: leadershipinstitute.hk/zh
Sha Tau Kok Historical Tours
The HKFYG Jockey Club
“GoActive” Water Sports Project HKFYG REGATTA
4
- 5 OCT 2025 STANLEY
BAY, HK
Optimist Open Fleet
SailtoGROWTH
I’m grateful for this opportunity to speak to many new, young, inspiring sailors. It was fantastic meeting all of them and sharing my experiences. Showing them how to rig a sailboat and the little tricks I’ve learned over the years was a highlight.
I hope everyone here continues to sail and strives to get better. It’s normal to feel nervous before your first regatta. My advice is just remember to breathe, stay relaxed, focus on the learning and have fun!
I started sailing when I was seven years old. My first regatta, HHYC Summer Dinghy Regatta, was far from smooth. Facing tough conditions and fierce competition, I finished in the bottom 10 and didn't even finish some races. But I didn’t give up. I used the experience to grow stronger. Through sailing training, I learned to stay focused under pressure, adapt to challenges, and keep pushing forward.
It was great to share my knowledge with the younger sailors today by teaching them how to tie a reef knot. It reminded me of when I first learned the knot from other sailors. I hope these sailors continue sailing, learn even more, and push themselves to become great.
Zixi Huang, 13
2025 ILCA 4 Asian & Open Championships, U16 & U18 Champion
Margaux Nguyen Minh, 12
2025 Optimist World Championship, 3rd Girl, 31st Overall
26 November 2025 Wednesday 09:00 - 17:00
Meeting Rooms S421-S425, HKCEC
The world is changing faster than ever – politically, socially, economically and technologically. By 2035, young people today will be shaping that world. But how will they navigate the change ahead?
Join us for a full-day exchange of ideas, insights and solutions. Bringing together young people, experts and leaders from the education, business, nonprofit and government sectors, we will explore
Through a keynote address, plenary sessions and breakout groups, we will challenge assumptions,
Be part of the conversation. Share and shape your vision for 2035.
Speakers and the agenda will be announced soon. Stay tuned!
