This paper presents a systematic review of research on Chinese as a Second Language (CSL) education for ethnic minority students in Hong Kong SAR. Using three databases and screening with specific inclusion and exclusion criteria, the study selected 38 empirical studies published in English-language peer-reviewed journals. We find that there has been a surge of publications in Hong Kong in the past decade (2010–2020), and they are mostly authored by scholars from three universities in Hong Kong. Most of the research took a phenomenological approach, using interviews as the main data collection method and focusing on underprivileged South Asian students in secondary schools. The thematic analysis showed that Hong Kong’s CSL adopted a poststructuralist paradigm for understanding and revealing social inequalities surrounding Chinese language education for ethnic minority students. The study concludes that Hong Kong must decolonise its education system to genuinely support ethnic minority students to achieve educational equality and social justice. Copyright © 2022 Walter de Gruyter GmbH.

Today, many countries ensure that student teachers get into the real classrooms, practice in there, spend more time and translate theoretical knowledge into practice in schools during Initial Teacher Education. So that they can receive stronger support in the practicum process, and they can develop themselves. However, schools have been closed in so many countries due to the Covid-19 pandemic preventions. Therefore, countries have rearranged the teaching practicum process. The aim of this study, which was carried out with a systematic review, is to comparatively examine the teaching practicum processes of different countries during the Covid-19 pandemic. With a systematic review made according to certain criteria, teaching practicum in the Covid-19 in the countries of Australia, Canada (Ontario State), England, Greece, Hong Kong, Malaysia, Portugal, South Africa, Turkey, the United States of America (New York State) and Zimbabwe were examined. According to the findings, it has been seen that some countries have removed or stretched the teaching practicum requirement during the Covid-19, while some countries have carried out online teaching practicum (i) in K-12 schools, (ii) with peer learning, or (iii) using VR technology, and one country re-opened the schools after a short closure. Copyright © 2022 International Association of Educators.