Summary

The 2016 Orton report provides six recommendations aiming at growing continuing L2 learners in Years 11 and 12 and to develop a cohort of L2 graduates with high-level proficiency in Chinese.However，the implementation of LCS seems directly addresses only one point of the first recommendation，that is，to improve retention and quality for learners in all streams by creating a Chinese as a Second Language course in Years 11 and 12 legally accessible only to classroom learners，and providing L1 and home speaker learners with quality courses to develop their Chinese for the benefit of themselves and the country.

The explicit integration of cultural component in the study has the potential of encouraging the learning aspiration of L2 students and can produce positive effect in their language acquisition process.However，the largely reduced opportunity of exposing to Chinese language environment and heaving reliance on English language in both class activities and assessment can not only undermine the language learning outcome upon graduation but also discourage student to commit time and efforts to learning Chinese language.On top of these potential outcomes，the presence of high scorer with Chinese surname already announced a possible defect of the enrolment criteria.