South Asian students' Chinese language learning in Hong Kong: Motivations and strategies

South Asian students' Chinese language learning in Hong Kong: Motivations and strategies

• Shum, Mark Shiu Kee Faculty of Education, University of Hong Kong
• Gao, Fang Faculty of Education, University of Hong Kong
• Tsung, Linda T. H. Faculty of Arts, University of Sydney
• Ki, Wing Wah Faculty of Education, University of Hong Kong

Journal of Multilingual and Multicultural Development, 32(3), 285-297, 2011

London

Routledge

2011

• G Curriculum, Teaching & Learning: Specific Disciplines
  • GA Chinese Language
    • GAA Teaching Objectives, Curriculum & Evaluation
• P Social Context of Education
  • PH Minorities & Education, Racial & Ethnic Factors
• N Students & Student Services
  • NC Charactieristics & Conditions of Students; Opinion & Attitudes of Students, Problems of Adjustment

Chinese Languages Language Attitudes Learning Motivation Motivation Secondary School Pupils Secondary Education

• Hong Kong

• 1997.7 onwards

• Secondary Education

This paper offers insights into an under-researched area of Chinese language learning among Hong Kong's less affluent South Asians, a group whose members have often been stereotyped as unable to function in the Chinese medium instruction (CMI) teaching system. Data were collected from a survey of approximately 300 South Asian secondary school students and from follow-up semi-structured interviews with 30 student participants. By cross-examining students' language competency and practice in Chinese, English and mother language(s), the research found that South Asian students, even though in a majority language environment, invest less in Chinese language learning and practice. Their language motivation is instrumentally driven and there is a lack of adequate family support for learning Chinese. It thus highlights the role of schooling and teachers' support in Chinese language learning as the main remedy for insufficient parental involvement. This research argues that in order to attain high competency in the Chinese language, which is considered important for upward mobility, there is an urgent need for teachers and researchers to understand the limited use that students make of the Chinese language and to develop a suitable teaching pedagogy for fostering language motivations.
[Copyright of Roeper Review is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/01434632.2010.539693]

• English

Journal Articles

• 01434632

• 10.1080/01434632.2010.539693

https://bibliography.lib.eduhk.hk/bibs/75e75457

2013-11-16