Journal Articles
Access to majority language and educational outcomes: South Asian background students in postcolonial Hong Kong
EdLink- Access to majority language and educational outcomes: South Asian background students in postcolonial Hong Kong
- Diaspora Indigenous and Minority Education, 4(1), 17-32, 2010
- Routledge
- 2010
- Hong Kong Chinese Educational Policy Language Planning Language Proficiency Minority Group Children Outcomes of Education Postcolonialism Second Language Teaching Secondary School Students Secondary Schools Teaching Language Teaching Methods Secondary Education Non Native Speakers South Asian Students
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- Hong Kong
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- 1997.7 onwards
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- Secondary Education
- This study examines the extent to which South Asian students in Hong Kong are gaining fluency in Chinese and the impact of this on their educational outcomes in the postcolonial context of an official shift to a trilingual (Cantonese, English, and Putonghua) and biliterate (Chinese and English) society. It focuses on the teaching and learning of Chinese in secondary schools 'designated' for minority background students. Data are drawn from student language proficiency testing and teacher interviews. The study found low proficiency in Chinese due, in part, to teaching methodologies based on approaches to learning Chinese as a first language. There was evidence of inadequate teacher preparation, inappropriate curriculum, structural issues, and a cycle of low student motivation and performance. The study concludes that educational outcomes for these students will not improve without a seismic shift in policy thinking and improvement of educational provision for minority students. [Copyright of Diaspora Indigenous and Minority Education is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/15595690903442256 ]
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- English
- Journal Articles
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- 15595692
- https://bibliography.lib.eduhk.hk/en/bibs/45f2ead7
- 2010-11-28
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