This research project involved a mixed-methods study investigating language-related challenges of first-year students at an English Medium Instruction (EMI) university in Hong Kong. The two-phased sequential study employed a questionnaire survey and semi-structured student interviews. The survey and interview findings indicate that first-year students face a number of language-related academic challenges during their first year at an EMI university in writing, reading, speaking, and listening, many of which appear to stem from lower levels of vocabulary knowledge in English, unfamiliarity with academic and technical terminology, and limited exposure to varieties of English. Additionally, the findings suggest that these challenges can vary significantly based on background and first language, relating specifically to three different demographic student groups: local Hong Kong Cantonese-speaking students, Putonghua-speaking mainland Chinese students, and non-Chinese speaking local and international students. © 2023 The Author(s).

This case study explored how the principles of multicultural and intercultural education are reflected in a minority-majority Hong Kong secondary school (that is, a school where most students are ethnic minorities). The findings suggest that the school illustrates several aspects of multicultural and intercultural education, especially content integration, prejudice reduction, equity pedagogy, and democratic deliberation, particularly in relation to school-based material, teacher sensitivity, and dialogical reasoning. The main hurdles discovered are language learning difficulties and an unsupportive social environment. This study contributes to literature on the development of multicultural and intercultural education in Hong Kong and offers directions for generalizable future research. Copyright © 2023 Peicong MA et al.

In Hong Kong, the issue of teaching Chinese as a second language (CSL) to school children is receiving considerable attention in recent years due to the trending proportion of CSL students in classrooms. While the Hong Kong Government encourages the integration of these students into mainstream schools in which the medium of instruction is predominately Chinese, the inadequate support provided puts these school aged children in a disadvantaged position. In light of this, there is a need of developing effectual interventional strategies to support the CSL learning of these students at preschool, primary and secondary levels. This chapter introduces a new support mode, the Dynamic Enrichment Learning Mode (DELM), which has been specifically developed for an intervention programme for promoting CSL students’ proficiency in Hong Kong kindergartens. Pre-test and post-test data were collected from 146 CSL kindergarteners aged 4 to 5 years who received DELM activities (DELM group) and compared to that of 110 CSL kindergarteners of the same age group who learned Chinese by merely learning in an immersion setting (immersion group). Findings show that the DELM is more effective in promoting CSL kindergarteners’ overall Chinese proficiency levels when compared to an immersion setting. Copyright © 2023 The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.

E-learning has been proposed as a sustainable delivery method for higher education. During the COVID-19 pandemic, online/e-service-learning was widely adopted around the world as a replacement for face-to-face service learning, providing an opportunity to explore whether e-learning as a sustainable delivery method could be applied to service learning. The present study adopted a qualitative approach to investigate the e-service-learning experiences of Mainland Chinese students studying at a Hong Kong university with regard to their general perceptions about the e-service-learning projects, perceived learning gains, and factors associated with their learning gains. A total of 28 undergraduates who participated in e-service-learning in the 2020/21 academic year were recruited from different faculties of the university. Seven focus groups were established with the participants. The results showed that Mainland Chinese students generally had positive perceptions about their experiences in e-service-learning during the pandemic. They appreciated the convenient and effective online learning and service, although they needed contact that is more direct with service recipients to deepen their reflection. Students perceived that they had improved their problem-solving skills and subject knowledge; they also gained meaningful personal growth and positive emotions through e-service-learning. Facilitators of and barriers to students' effective learning were also identified. The findings provide important evidence for the effectiveness of e-service-learning from the perspective of Mainland Chinese students at Hong Kong universities and the potential of e-service-learning as a sustainable delivery method for service-learning programs in the post-pandemic era. Copyright ©2023 Mdpi.

This study examined proficiency levels and attitudes of main languages in use among ethnic minority students in Hong Kong. We surveyed 260 students from primary and secondary schools with English as the medium of instruction. They were multilingual speakers who were proficient in spoken English and Cantonese. Our results revealed asymmetric and correlated proficiency levels including in the students' native languages (L1s). Their multilingual proficiencies were also affected by factors such as age variables and associated with aspects of L1 attitudes. Our key finding corroborated previous research claims that mastery of multiple languages could allow ethnic minority students to construct a more powerful multilingual and multicultural identity. Copyright © 2023 Routledge.

This study considered the influences of the home learning environment and preschool quality on the development of 5-year-old Chinese (N = 43) and South Asian (N = 32) children in Hong Kong. Children were recruited from two preschools—one admitted only South Asian children, and the other admitted only Chinese children. Children were assessed in individual sessions with the Hong Kong Early Child Development Scale-3. Their parents were surveyed about the home learning environment. Teacher interviews, classroom observations, and document reviews were used to gauge preschool quality. Results of regression analyses indicated that socioeconomic status (SES) was positively associated with language development and pre-academic learning for both Chinese and South Asian children. In contrast, only the SES of Chinese children was related to their knowledge of society and the environment. The frequency of home learning activities was positively associated with language development for Chinese children. Controlling for SES, multivariate analysis of covariance (MANCOVA) results revealed that Chinese children performed significantly better than South Asian children in Chinese language and knowledge of society and environment. In contrast, South Asian children did better than Chinese children in pre-academic learning and fine motor development. Interviews revealed that teachers from the two participating preschools needed more professional development. Classroom observations showed that the preschool that admits only South Asian children has limited physical space, which may hinder children’s all-round development. Nevertheless, the teacher interviews and document reviews suggested that regular home-preschool communication and parental participation in preschool activities are high. Implications of the findings are discussed. Copyright © 2023 Springer.

This study investigates Chinese international students' acculturation strategies and pragmatic intentions to address identity conflicts in Hong Kong study experiences through a developmental lens. We treat conflicts and stressors as indicators of active commitments and the process of engagement as strategic, goal-oriented, intentional investments to become better selves. Undergraduates (N = 95) enrolled in a Hong Kong university participated: 85 completed a Cultural Practices Questionnaire about daily activities; 10 completed semi-structured interviews on their acculturation strategies, identity conflicts, and justifications. Mixed method data analysis highlighted strategies rooted in goals, choices, consistency, and commitment. Several pragmatic intentions were also identified. Participants considered academic study, language learning, club activities, communicating with friends, volunteering, and interacting with diverse people as fundamental active commitments. An alternative definition of "integration strategy" is proposed to better capture students' transcultural choices and decolonize the view that students are expected to conform to the host culture. Copyright © 2023 Comparative and International Education Society.

This study explores the career concerns that confront mainland Chinese Master's students in Hong Kong, and identifies their needs for career support. Forty mainland Chinese students from a wide range of Master's programmes participated in semi-structured interviews, after which the qualitative data were subjected to phenomenological analysis. The results showed that most interviewees were uncertain about their career paths. The study contributes to the literature by applying the systems theory framework of career development to organize the various factors that give rise to career concerns into three systems: a) individual, b) social and c) environmental-societal. Four key aspects of the students' career support needs at the institutional level were also identified: information channels, relational networks, technical skills and practical experience. Based on the findings, we discuss the theoretical and practical implications for understanding the career concerns and meeting the needs of Master's students. Copyright © 2023 Taylor & Francis.

This article analyses the study-abroad identity of Central Asian undergraduate students in a Hong Kong university. It draws on the narrative data to explore the intercultural tensions and challenges they faced in the higher education context, as well as the impact of their study-abroad experiences on their identity-making when integrating into the receiving society. Drawing on Herzfeld’s (2005) concept of cultural intimacy, this article explains the students’ limited participation in local Hong Kong communities and their strong connection to the small, diasporic Central Asian network. It also reveals the co-existence of post-Soviet national identities and a cohesive Central Asian identity in the participants’ identity-making processes. Copyright © 2023 Informa UK Limited, trading as Taylor & Francis Group.

Empirical studies on university choice and access among under-represented racial/ethnic minorities have utilised the concept of school-based social capital (SBSC)–defined by Stanton-Salazar as key resources and support provided by institutional agents (i.e. teachers, counsellors and other staff). They primarily relied upon minority students’ perceptions. Few of them canvassed both staff and student understandings and experiences of SBSC and thus have not yet captured the nature of SBSC and its influence from both the supply and demand sides. This study interviewed 18 secondary school teachers and nine minority students of South/Southeast Asian ethnicity enrolled in a publicly-funded school of Hong Kong. Its findings shed light on the highly-valued school-based support and resources staff and students viewed as helpful in the university choice process. The findings also disclosed the challenges minority students expressed about being exposed to SBSC while living in the school community, characterised by an ethos of “treating everybody the same”. This in turn rationalised staff understanding of diversity and equity-based support as a transitional approach to mainstreaming/assimilating minority students. As a result, some staff members either withheld critical information on university admission requirements or were less responsive towards the needs of the most disadvantaged minority students, despite a presumable promise to envision university for all. This study calls for structural and institutional transformation so that both individual and collective efforts can empower the least advantaged and promote their university choice and access. Copyright © 2023 Educational Review.