Higher education internationalisation (HEI) emphasises the benefits of international research partnerships, knowledge production through education hub development, and global marketisation/exportation of education. The connections between internationalisation and student life are less documented in East Asian universities, particularly regarding social exclusion issues. This study takes an intersectional approach to explore and analyse students' social exclusion experiences at one international Hong Kong university using an anonymous online survey (n = 100). Thematic analysis revealed social exclusion in multiple student life areas across three major axes: Area of origin, particularly Mainland Chinese students; Sexuality, specifically lesbian, gay and bisexual-identified students, and the intersectionality of nationality, language and ethnicity. The study findings are situated within the sociocultural and political context of Hong Kong HEI since the mid-1990s. Internationalisation presents opportunities for Hong Kong universities to make needed commitments to addressing social exclusion issues, as they continue to affect campus ecologies and the increasingly diverse student population.
[Copyright of Multicultural Education Review is the property of Routledge.]

This paper investigates the identity construction and language practice of a group of mainland Chinese immigrant students studying at a secondary school in Hong Kong, and explores the underlying reasons for, as well as the individual and group identities derived from, those language choices and practices. The data were collected through semi-structured interviews with the immigrant students and through observations in the school context, which focused on their views and attitudes concerning Putonghua maintenance, Cantonese and English learning and their perceptions of language ideologies in the school context. The marginalised position of Putonghua and its non-use in and out of classrooms reflects the social distinctions or language hierarchies found in the local school context. To resist the marginalised practice in the school context, the immigrant students employ their cultural and linguistic resources to establish and maintain Putonghua-speaking social networks and to imagine a proficient multilingual identity within the broader social context. The findings suggest that immigrant students should raise their awareness of language ideologies in the school context and recognise existing contradictions and discontinuities. It is also suggested that language ideologies could be incorporated into teachers' professional development.
[Copyright of Roeper Review is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/01434632.2011.614350]

The medium of instruction (MOI) and its impact on improving the language proficiency of students has become a debated issue worldwide. The policy-makers of post-colonial Hong Kong believed that the general Chinese competency, Chinese writing and Putonghua proficiency of students would be improved through the use of a Putonghua-medium-of-instruction (PMI) rather than the Cantonese medium, the mother tongue of students and teachers. Therefore, using Putonghua to teach the Chinese language has been promulgated as a long-term goal by the Curriculum Development Council. Early studies have placed an emphasis on using standardized tests to assess students' learning outcomes with the use of PMI, but unfortunately the findings have been inconclusive. Despite teachers' involvement in implementing the MOI policy, there is a dearth of studies examining the perspective of teachers regarding the language learning of students under PMI. This paper aims to explore this important issue in greater depth through a case study of a high school, which has implemented PMI to teach the Chinese language for 10 years. The findings indicate that there are mismatches between the stated educational policy intentions and the language learning of students in various aspects. Further studies and follow-up measures on the language policy and education are suggested.
[Copyright of Roeper Review is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/09500782.2011.573076]

Informed by linguistic ecological theory and the notion of identity, this study investigates language uses and identity construction in interactions among students with different linguistic and cultural backgrounds in a multilingual university. Individual and focus-group interviews were conducted with two groups of students: Hong Kong (HK) and mainland Chinese students. The findings indicate that, while different languages position their speakers in different symbolic spaces, language users employ a variety of languages for different identification purposes, and exercise symbolic power in various ways in order to be heard and respected. It is also found that language often plays a substantial role in achieving a sense of intimacy among group members and that the huge inherent differences, despite the umbrella of 'unity' between HK and mainland China, lead to a mutual non-identification between HK and mainland students. The study extends understandings of the interconnected relations of languages and context.
[Copyright of Journal of Multilingual and Multicultural Development is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/01434632.2010.532876]

This paper attempts to define cultural globalisation and cultural glocalisation in terms of cultural identity (CI) and language. Homogenisation, heterogenisation and glocalisation are three possible ways to face the challenge of cultural globalisation but glocalisation may be the most realistic solution as it seems to be the way to a better quality of life. The process of exporting CIs to other nations is cultural globalisation while adaptation of incoming foreign CIs to suit local needs is cultural glocalisation. Language is a CI in the domain of lifestyles as well as carrier of CIs of institutional systems and spiritual values. Incoming foreign languages and foreign CIs often cause changes in local CIs. This is an interactive process as changes of any CIs may lead to alterations of other CIs. To be an effective communicator in this multilingual world, people have to develop multilingual and multicultural competencies. The experience of Hong Kong and Singapore in glocalisation of Mandarin and the rapid growth in the number of Mandarin learners and speakers all over the world indicate the potential for development of Mandarin into an international language after English.
[Copyright of Journal of Multilingual and Multicultural Development is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/01434632.2010.527344]

本文是一篇教學經驗分享的篇章，以作者任教的學校為例，分享參加教育局推行「普教中」計劃後的成效內容首先談計劃本身的目標要非常明確，因為明確才能邀請駐校專家協助完成目標；其次談成功的關鍵不是隨意改變科組本來己有的穩健課程或教學法，計劃只是在原有的建設上錦上添花，並要根據科組實際情況，循序漸進逐步推展；然後談在駐校專家離開後，如何銜接語文支援組到校的協助；最後分享實踐「普教中 」一年多來，科組老師的整體發展和寄語同行繼續努力。
The author, taking his school as an example, shares the effectiveness of using Putonghua to teach Chinese Language Subjects under the EDB Support Scheme. Joining the Scheme, the school has set clear targets and gained ample support from educational experts which contribute to the achievement of the programme. On a school-based approach, teaching content and strategies are tailor-made according to the needs of the school. After one year of supervision, the author and her colleagues were able to further develop the scheme on their own, utilizing the assistance from the language support unit of EDB in the following year. Apart from students’ learning, the scheme benefi ts the school in the sense that collaboration among different subjects greatly increase and teaching becomes more effective. Participation in the scheme, is therefore a valuable experience for them.
[Copyright of Journal of Youth Studies is the property of The Hong Kong Federation of Youth Groups at http://yrc.hkfyg.org.hk/]

Past research has tended to ignore the emergence or existence of 'middle zone' varieties such as topolects or regiolects. In addition, attitudinal dynamics have received little attention, including their contribution towards the re-evaluation of the status of language varieties. Regarding the status of Cantonese, linguistic, political and cultural considerations are contradictory; the speakers themselves are widely held to believe that it is a dialect, but no objective surveys have ever been undertaken. This study reports on a comparative study of attitudes towards the status of Hong Kong Cantonese held by three groups of Chinese: 53 Hong Kong Cantonese speakers; 18 Mainland Chinese Cantonese speakers; and 72 Mainland Chinese Putonghua speakers. Bell's Sociolinguistic Typology was used as the framework for an open-ended questionnaire, supplemented by a Magnitude Continuum (an unmarked language-dialect scale). The varied perspectives held by each group can be traced to their different political and linguistic situations, which touch issues of identity. Results confirm that Cantonese would more accurately be classified as an emerging mid-zone variety. This has implications for short-term language planning, especially in the education system, and the long-term autonomy and survival of Cantonese.
[Copyright of Journal of Multilingual and Multicultural Development is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/01434632.2010.509507]