School desegregation in Hong Kong: non-Chinese linguistic minority students' challenges to learning Chinese in mainstream schools

School desegregation in Hong Kong: non-Chinese linguistic minority students' challenges to learning Chinese in mainstream schools

• Shum, Mark University of Hong Kong
• Gao, Fang Hong Kong Baptist University
• Ki, Wing Wah University of Hong Kong

Asia Pacific Journal of Education, 36(4), 533-544, 2016

Routledge Journals, Taylor & Francis Ltd

2016

• F 教與學
  • FE 教學語文、雙 / 多語教學、雙語問題、雙語分流教學計劃、語言混雜及轉換
• G 課程與教學:個別教學範疇
  • GA 中文
• N 學生與學生服務
  • NO 少數民族及移民學生

School Desegregation Non-Chinese Linguistic Minority (NCLM) Second Language Chinese (CSL) Linguistic Challenges Institutional Barriers Education

• Hong Kong

• 1997.7 onwards

• 未指定或無法歸類

The enactment of the revised School Places Allocation Systems at the compulsory stage in 2004 had the aim of desegregating Hong Kong's non-Chinese linguistic minority (NCLM) students by including them into ethnic Chinese-dominated mainstream primary and secondary schools. Because of the presumed cause-consequence relationship between desegregated school participation and academic achievement, in specific second language Chinese (CSL) acquisition, the challenges that such students face in participating in mainstream education and learning Chinese, no doubt, deserve to be examined. This qualitative study conducted in-depth interviews with 18 secondary students of South Asian/Southeast Asian minority backgrounds enrolled in mainstream schools. Drawing on both cultural and institutional paradigms of explanation for educational achievement, we argue that the reasons inhibiting the minority students' academic involvement are not simply their linguistic challenges but also the institutional constraints in the mainstream education system unique to this population. This study calls for a shift in school desegregation arrangement from one focusing narrowly on physical desegregation to a more comprehensive set of policies that embrace the institutional factors including teacher expectation, resource availability, and bilingual support, crucial to reduce racial differences in achievement.

• 英文

期刊論文

• 02188791

• 10.1080/02188791.2015.1005048

https://bibliography.lib.eduhk.hk/tc/bibs/9a2e2df0

2017-03-21