《德育及國民教育科課程指引》(下稱《指引》) 其中一個大缺失是假設香港是一個同質的華人社會，對於居港非華裔人士來說，藉國民教育來培養他們對中華人民共和國的身份認同和世界公民的視野，比培養對中華人民共和國的認同更有意義。由此可見，《指引》根本上是完全忽略了居港非華裔人士的需要，不利於建構一個多元文化的社會。簡單來說，國民身份認同可從兩個面向凝聚。其一是從文化入手，即以大地山河、代象深厚的歷史；文化和傳統來建構，稱之為「文化國民身份認同」(Cultural national identity)，另一個面向是「政治國民身份認同」(political national identity)，是公民對國家的憲法和政治體制的認同，例如在民主國家，公民因能藉著參與來影響國家的施政，因而產生認同和歸屬感，可稱為「公民國民身份認同」(civic national identity)，意指「不適任何文化及傳統上的差異，國民都有同等權利參與和影響國家政策」，而這樣產生的認同有利於多元文化社會的凝聚。對於培養國民身份認同，上述的文化身份認同和政治身份認同兩者都同樣重要，缺一不可。
[Copyright © 2012 by Enrich Publishing Ltd.]

Many Hong Kong schools are concerned about how diverse learning needs of ethnic minority students could be better fulfilled. This study examines local teachers’ constructs of assessment classroom environments. Using qualitative data collected from semi-structured interviews with 32 teachers from three secondary schools, this study shows ways in which summative assessment influences teachers’ formative assessment practices. Cultural responsiveness in this study is not limited to the notion of multiculturalism. It can be constructed under the ethos of respect, care and equality. The culturally responsive approach to assessment described in this study foregrounds considerations of cultural influence in teachers’ beliefs regarding assessment. Principles of culturally responsive assessment identified include: (i) integrating the ‘part’ of assessment with the ‘whole’ of teaching, (ii) managing the diverse learning needs of students, (iii) removing language barriers from the assessment process and (iv) examining the influence of the public examination on teachers’ classroom assessment practice.
[Copyright © 2014 Taylor & Francis.]

Understanding the value of monocultural acculturation orientation to the host culture (assimilation) and bicultural acculturation orientation (integration) for language learning is critical in guiding educational policy and practices for immigrant students. This study aimed to enhance our understanding on the relationship between acculturation orientation and second language (L2) learning. It generated two conceptual models to describe how cultural identification affects language learning as hypothesized in different theories on identity and L2 learning and tested these two hypothesized models in the immigration context of Hong Kong. A survey was conducted among a group of senior high school South Asian minority students on their learning of the language of the host culture, Chinese, to provide the basis for comparison. It was found that the students mainly adopted the bicultural/integration orientation and that bicultural orientation was the optimal acculturation orientation for learning Chinese. Bicultural orientation influenced the participants' Chinese language learning outcome through impacting psychosocial well-being and engagement with the target language and community. The findings suggest that we need to take both linguistic and psychosocial adjustment factors into consideration when conceptualizing the role of identity in L2 learning. Furthermore, this study cautions us against a context-independent stance toward the utility of assimilation for language learning.
[Copyright of International Journal of Bilingual Education and Bilingualism is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/13670050.2014.887054]