In this paper I discuss why the right of access to the socioeconomically dominant symbolic resource, English, is a fundamental language right of Hong Kong children. I also discuss why current English curricular design and practices do not provide such access and how they can be changed in order to provide Hong Kong children with access to an English education that is compatible with their native culture (Jordan, 1985). In a culturally compatible curriculum, emphasis is placed on affirming and capitalizing on what children bring to the classroom: their indigenous linguistic, discourse, and cultural resources. It aims at building on and expanding the child's existing resources to bridge the gap between her/his native resources and the socioeconomically important language of the society. I also propose some directions for future research and curricular development that researchers, teachers, and teacher-educators can take in the context of Hong Kong in order to develop a culturally compatible English curriculum that will deny neither the Cantonese child's rightful linguistic and cultural identities and resources nor her/his right to have access to English.postprin
