As part of a larger project that investigates the issue of identities in Hong Kong, this study anchored on the sociocognitive paradigm in second language acquisition (SLA) explores the potential relationship between one's identity and perceived language accentedness. Our study set in Hong Kong (HK) aims to extend Gatbonton and colleagues' works (e.g. [2005]. Learners' ethnic group loyalty and L2 pronunciation accuracy: A sociolinguistic investigation. TESOL Quarterly, 39(3), 489–511. ; [2008]. The ethnic group affiliation and L2 proficiency link: Empirical evidence. Language Awareness, 17(3), 229–248. ; [2011]. Ethnic group affiliation and patterns of development of a phonological variable. Modern Language Journal, 95(2), 188–204. ) that examine the relationship between ethnic group affiliation (EGA) and language proficiencies in diglossic contexts. HK is a multi-glossic context where Cantonese, English and Mandarin are the official languages, and they perform distinctive functions in various public and private domains. Through analysing participants' (n = 65; born between 1970s–1990s) self-identification and their reported accentedness in English and Mandarin, we address the question of whether EGA as a set of social factors has a bearing on a person's linguistic achievements. Findings indicate that participants' identification with the Chinese/ HK identity is related to their perceived accentedness in the targeted languages in intricate ways that do not align completely with our predictions. We conclude by calling for further socio-cognitively informed research that investigates multiglossic situations where languages/ language varieties complement or compete with each other. Copyright ©2024 Taylor & Francis Ltd.

This study investigates the impact of Filipina domestic workers (FilDWs), a marginalized group in Hong Kong (HK), on HK children's language development. It focusses on FilDWs' influence on the second language (L2) English of bilingual HK primary school children attending an English Medium of Instruction school. The elements investigated are L2 English spoken complexity, accuracy, and fluency (CAF), and reading accuracy and fluency. Participants comprise 34 children (17 boys and 17 girls, mean age 8;11) from homes with FilDWs and 30 (15 boys and 15 girls, mean age 8;11) from homes with no FilDW. Participants completed an English reading and speaking task, and an English working memory capacity (WMC) test. Participants from households with FilDWs scored significantly higher on all aspects of both English language measures, while no significant differences for WMC were observed. These suggest that FilDWs exert a positive impact on children's L2 English proficiency, placing them in a different position to the low status they are usually ascribed. These findings have implications for decolonizing and decentring language learning and teaching. Copyright ©2023 Oxford University Press.