This article reports the results of a case study involving two ethnic Chinese students, one from Malaysia and one from Indonesia, who chose to pursue higher education in Hong Kong. By placing the students at the centre of an investigation of the social, political, economic and educational contexts of their home countries and host territory, the study sought to gain a holistic understanding of cross-border mobility. The findings suggested that the students’ personal backgrounds and dispositions mediated the external push-pull factors involved in their decisions. The data showed that the two students’ cross-border mobility allowed them to redefine their ethnic identities and create global academic and professional identities. The implications of the purposes of cross-border mobility and methods for examining student mobility are discussed.
[Copyright © 2016 Springer Science+Business Media Singapore.]

The increasing number of Mainland Chinese immigrant children in the Hong Kong school system mandates our understanding of teacher readiness to work effectively with these students. This case study adopted narrative inquiry to probe deep into participants’ lived experiences to reveal significant insight into teacher readiness in working with Chinese immigrant students with disabilities. Data sources included field notes, unstructured- and semi-structured interviews, and classroom observations. Findings showed that the special education teacher was primarily concerned about the student participant’s difficulty associated with his disabilities, totally unaware of the impact of her limited proficiency in the child’s first language. The government’s concept of acculturation needs and subsequent policy contributed greatly to school personnel’s lack of awareness of student needs and lack of readiness to work effectively. Recommendations focused on government policies for qualification requirements of special education teachers and reforms to integrate special and multicultural teacher education.

Noun of locality acts as an indicator to identify the relationship of object location. Anderson (1971) and Lyons (1977) established the Localist Hypothesis and the Localism in the 70s’. They realized that spatial concept can derive other related vocabulary, particularly the extended meaning and metaphor, It plays an important part in the human cognition. When people try to express their spatial concept, direction, shape, or location of the object will be considered. However different culture of people will have very different spatial and locality concepts. Comparative analysis is employed for different meanings and usages of “shang(上)/up/on/in” and “xia(下)/down/under” as words of locality which are commonly used in Chinese, but are often misused by the L2 students (they are the Pakistani primary students in this study) due to the variety and asymmetry of “shang, xia” in their culture, including the two-dimension concept, three-dimension concept and the mechanical movement concept. Based on our analysis, we examine their literal learning difficulties, and to identify their misunderstanding and misuse of locality “shang, xia” on spatial concept. From the result of error analysis, it did reveal the very different spatial and locality concept of Pakistani students with that of the Chinese Hong Kong students. Through the contrastive analysis from linguistic and sociolinguistic perspectives of both languages and culture, it helps us to provide strategic help for the non-Chinese students with focus!

This article is based on a recently completed research project examining the school experiences of two student groups in Hong Kong: cross-border and newly arrived students from mainland China. The study represents a comparative case study of the school experiences of 18 students from six primary schools with a range of crossborder and mainland immigrant students. The overall objective of the empirical work was to examine the school experiences of the two student groups in Hong Kong from a student perspective. Specifically, the study aimed to find out: (a) their curriculum and social experiences in schools and their coping strategies in adapting to Hong Kong schooling; and (b) their perceptions of and sense of belonging within Hong Kong society. Research methods included student tracking and pre and post tracking indepth individual interviews. Implications for future educational policy of and provision for the two student groups will be offered.

The increasing number of Mainland Chinese immigrant children with difficulties in Hong Kong schools mandates understanding of the complex interactions between cultural-linguistic differences and disabilities. This case study adopted narrative inquiry to probe deep into participants' lived experiences to reveal that the special education teacher was primarily concerned about the student participant's difficulty associated with his disabilities, totally unaware of the impact of her limited proficiency in the child's first language. Researchers called for government policies to integrate special and multicultural teacher education.
[Copyright © Elsevier Ltd.].

跨境教育在全球化的情境中愈來愈吸引學者的研究興趣，香港的跨境學童教育是全球跨 境教育的一個獨特案例；目前，香港已有過萬名學童乘車從內地跨境上學，隨著父母雙方均非香港永久居民而在港出生的嬰兒數量急增，預估將會增至每天有數萬名跨境學童。本文的重點是討論和分析跨境學童對香港基礎教育的影響，並就跨境學童的政策、教學和社區教育作出建議。
[Copyright © 2012 香港青年協會.]

This paper explores how two student groups, namely cross-boundary (CBS) and newly arrived students (NAS) from mainland China are assimilated or integrated in the construction of identity in Hong Kong schools and society as a whole. Research methods include in-depth individual interviews with the target students and their parents, and the administration of a picture-sociometric and writing exercise to explore their views on cultural and national identity. The findings reveal that these students principally defined their identities with respect to the references: (1) their birthplace, (2) their place of residence, and (3) the answers given by their parents. Relatively, NAS are more certain about their Hong Kong identity than the CBS. In addition, Hong Kong schooling is found to be one of the key acculturative agents for cultural assimilation. Drawing on the findings of the qualitative study of the students’ school experiences and perceptions of their national identity, this paper discusses the differences and similarities of these two student groups in the process of identity construction.
[Copyright © 2010 The Korean Association for Multicultural Education.]