Understanding Chinese language teachers' language ideologies in teaching South Asian students in Hong Kong

Understanding Chinese language teachers' language ideologies in teaching South Asian students in Hong Kong

• Gu, Ming Yue Michelle Chinese University of Hong Kong
• Kou, Zhihui Christy Chinese University of Hong Kong
• Guo, Xiaoyan Grace Shanghai International Studies University

International Journal of Bilingual Education and Bilingualism, 2017

Routledge

2017

• G Curriculum, Teaching & Learning: Specific Disciplines
  • GA Chinese Language
• M Teachers & Education for Teachers
  • MA Professional Education for Teachers
• N Students & Student Services
  • NO Minorities & Immigrant Students

Language Ideology Chinese Language Teachers Ethnic Minority Students Hong Kong

• Hong Kong

• 1997.7 onwards

• Secondary Education

This qualitative study investigates the language ideology of a groups of Chinese language teachers working in Hong Kong’s secondary schools when they teach ethnic minority students. Drawing on interview data, this study reports on how these teachers’ language ideologies are in accordance/discordance with dominant discourse, and in what ways their ideologies impact their teaching approach and attitudes towards the students’ heritage language and culture. Key findings indicate that instead of promoting homogeneity as a prerequisite for success, the teachers hold a pluralistic language ideology and outline the potential for ethnic minority students to become linguistic and cultural brokers between the heritage communities and mainstream society. An inconsistence was found between the teachers’ positive language attitude towards heritage language and their self-distancing from the heritage language learning and use in school contexts. The findings implied that teacher education courses could enable teachers, as active agents, to re-negotiate the separate language ideology of the language policy at the macro level, deconstruct it in classroom settings and develop knowledge and beliefs to challenge and resist the ideologies that sustain the marginalisation of heritage language and culture. Copyright © 2017 Informa UK Limited, trading as Taylor & Francis Group.

• English

Journal Articles

• 13670050

• 10.1080/13670050.2017.1332000

https://bibliography.lib.eduhk.hk/bibs/0cbe747e

2018-07-11