近年香港少數族裔學童的中文學習備受各界關注。文獻顯示他們經常受到中文能力不足而限制了中小學教育以至日後進修的途徑。當少數族裔學童入讀以粵語為教學語言的主流學校之後，能否駕馭作為第二語言的粵語，成為他們學習成功的關鍵。 本文將報告三十位南亞裔學童小學三年級在一年之間的粵語口語發展與轉變。口語能力測試的重點是詞彙、語法以及敘述能力三個向度，使用了標準化測試工具「香港兒童粵語口語能力量表」中的三個分測驗 : 名詞表達、語法理解及故事重述。另外我們也調查了學童的語言背景以及在不同場所的語言運用。結果顯示，在第一次測試中，所有小三學童在三個分測驗中的表現都遠低於常模的年齡期待值，名詞表達能力與期待值的落差最大，部分學童是低於五歲半常模。在一年之後，學童的語法理解及故事重述都有顯著進步，特別是在語法方面的名詞組和複雜句理解，以及故事重述中的參照指涉標示。但是多數受試學童在名詞表達測試中沒有任何進步，許多與本地文化關係密切的詞彙，如粽、蘿蔔、茶葉等，即使在測試後允許使用英語補充，也無法正確說出名稱。在判斷涉及否定詞的語句時，也有相當困難。以上的結果呈現出南亞裔學童的粵語學習是與本地學童的第一語言發展是有明顯不同的發展軌跡。 另一方面，南亞裔學童語言運用調查的結果顯示，他們在家中是以南亞族語為主(65%)，在鄰舍以及學校教室外的互動則是使用英語 (33%-42%) 和南亞族語 (38%-34%)，粵語的角色相對的低 (29%-24%)。由此可見，粵語在南亞裔學童的日常生活中並沒有明確的功能與地位。以全美外語教學委員會 (ACTFL) 的《全球外語學習標準》來看，這些學童的粵語 / 中文學習，在貫連 (connection) 和社群 (community) 這兩個維度有明顯的不足；許多學童在離開了教室後，英語、南亞族語是他們的主要溝通工具，中文學習形同孤島。所謂沉浸式學習只是空中樓閣。有關當局必須正視少數族裔學童的獨特語言學習環境生態，以學習者為中心，建立一個真正多元多軌的中文為第二語言課程，使得少數族裔學童能夠透過中文，連結不同場所生活與學習經驗的功能，融入社群。

Request is a prominent daily life speech act which a speaker manipulates appropriate linguistic forms to make a hearer perform an action to fulfill the speaker’s needs. Variations in the use of request forms will normally reflect a speaker’s pragmatic competence; i.e. language and culture. Research findings by Rose (2000 & 2009), Achiba (2003), Dewart and Summers (1995) and Ellis (1992) have pointed out that request forms used by young children provide a lot of important information about the pragmatic development of young children in their L1 and/or L2 learning. Previous research on pragmatics has concentrated on the learning of English or other European languages as a second language by adult learners. Not much has been known about pragmatic development among young children learning a second language. As a result of internationalization and global mobility of people, it is getting common that some children start learning a second language in early years for schooling adaptation in the host country. In recent years in Hong Kong, the lack of research evidence in inter-language pragmatics, with special regard to child language (i.e. Cantonese as L2) development, has made it difficult for policy-makers and educators to make decision on the Chinese language (as L2) education instruction and intervention for education equity of ethnic minority children studying in mainstream schools. This paper aims at examining (i) the relationship between L2 Cantonese pragmatic knowledge (language proficiency and cultural knowledge) and Pakistani preschoolers’ expression of Cantonese request strategies; (ii) the relationship between Pakistani parents’ Cantonese proficiency and their children’s Cantonese request strategies; (iii) the difference in the ability of using Cantonese request strategies by Pakistani preschoolers at different grade levels in kindergarten; i.e. K1, K2 and K3. All discussions in the paper are based on findings from an on-going research project which is

This paper reports the findings of a public policy research supported by the University Grant Council on the relationships between the characteristics, school engagement and civic engagement of adolescents in Hong Kong. Data was collected from a sample of 3,024 students, aged 12 to 19, by employing the self-rated modified school engagement scale and the ICCS 2009 student questionnaires. Using local Hong Kong students as a reference, the other students included in the study were non-Chinese South Asians, cross-boundary students who live in Mainland China but who go to schools in Hong Kong, and newly arrived students from Mainland China. Family income and student groups were two predictor variables examined. About 38% of the sample were of low socioeconomic status, in that they reported their family monthly income as being less than 1500 USD. Hierarchical regression was employed to determine the relative influence of student characteristics and school and civic engagement variables. Findings revealed that there was a close connection between the self-assessment of school and civic engagement and there were differences in this regard among the immigrant and minority student groups. Recommendations for both schools and government agencies towards future policy development in facilitating pro-school and civic-oriented attitudes and behaviours of all students were suggested.

This paper explores teaching and learning experiences concerning young Pakistani Muslims in Hong Kong, who are found simultaneously immersed in two divergent systems of education - first, the conventional daytime schools where students are educated formally with general knowledge, and second, the madrasahs (Islamic learning institutes) where student recite Qur’an and receive religious teachings every day after school. Based on the ongoing ethnographic fieldwork (with methods including participant observation and interviews) in both local conventional schools and madrasahs in Hong Kong, this paper reveals that the three parties involved, namely the Chinese-speaking educators from conventional schools, the Qur’anic teachers from madrasahs (along with the students’ parents, who are often supporters of madrasah education), and the ethnic Muslim students, might have different understanding and expectations on education. This paper further argues that such difference could be a result of contrary worldviews and meanings of life to the two groups of educators, as well as limited communication between the two sides of educational institutes.

本研究旨在分享兩位小學教師試行「浸入式」教學策略的經驗，探討他們運用「浸入式」教學策略對非華語學生學習中文的成效，並了解教師和學生對「浸入式」教學的意見。這是個案研究，研究對象是香港一所小學兩班小學一年級（共四十七位）非華語學生和兩位中文科教師。本研究採用「定質」和「定量」的研究方法，包括：問卷、訪談、前測和後測。研究發現教師運用了「浸入式」教學策略有助提升學生的中文的成績。教師認為有效的浸入式教學策略是：「善用實用的主題單元」、「教師語言的妙用」及「浸入式的閱讀」。學生則喜愛實用的主題、從遊戲中學習中文和組織學習檔案等學生活動。
[Copyright © 2016 香港教師中心.]

Hong Kong is an international city, with people of different races. In recent years, the number of people from South Asia, especially from Nepal, Pakistan, and India, is rising rapidly. Increasingly more of them are choosing to study in public schools, where learning the Chinese language is compulsory. However, the Chinese language is too difficult for them to learn, and their failure in the public examination usually presents an obstacle to further study in universities as well as to their career prospects in Hong Kong. Moreover, many non-Chinese-speaking (NCS) students have experienced racial discrimination in daily life in public transport, public places, and schools in Hong Kong. They find it difficult to make friends with the local people because they do not know Cantonese or use inaccurate pronunciations. Since 2006, the mission to provide formal education to NCS students was buttressed by ‘designated schools’ which were nominated by the Education Bureau (EDB) to admit more NCS students. However, recent complaints regarding the allocation of NCS children in multiethnic schools as a form of cultural segregation and discrimination has resulted in an increasing demand for spaces in mainstream schools where Chinese is the main medium of instruction. Hence, NCS students have to face more difficulties in learning and in managing interactions with local students. In this research, a case study of a multiethnic school was performed to examine the major challenges faced by the non-Chinese speaking (NCS) students when learning Chinese and how the school helped these students overcome their challenges. How the multiethnic school developed a suitable environment for promoting multicultural integration and harmony in the school was also studied. Through investigations of school documents, observation of lessons and activities, and discussion with teachers and students, the school was determined to have applied a suitable range of strategies to provide pleasurable and

School participation rates in Hong Kong are acknowledged to be high but not always for the city’s ethnic minority students. Case study was used to portray the ‘out of school’ phenomenon for ethnic minority students at a secondary school in Hong Kong through the experiences of one such ethnic minority student. Morshed, a Pakistani student, participated with the researchers in an unstructured in-depth interview. In addition, interviews were also conducted with the principal, two teachers, and one support staff from the school. The study showed the complex interaction of school contexts and personal life issues that influenced Morshed’s dropping out of school. Implications are drawn for providing better school support that can facilitate more positive schooling experiences for Hong Kong’s ethnic minority students.
[Copyright © 2017 Informa UK Limited, trading as Taylor & Francis Group.]

按 2011 年的統計，少數族群人士佔香港人口 6.38%，十年來增長率超過 31%，即使減去來港工作的外籍家庭傭工，增長率依然高愈 20%，遠比華人增長率的 4%為高。瑝中，超過14%是南亞裔人士（泛指印度、巴基斯坦、泥泊爾裔人士），他們大部分生活在社會低下層。雖然他們在香港生活已經更超過 170 年歷史，但無論這城市的政權誰屬，政府都沒更認真的政策去促進他們與這裡的整合。 針對少數族群（尤其是以移术為主要構成部分之一）的整合政策（integration policy），不同理論和機構的偏重都有所不同，例如經濟合作與發展組織（OECD）提出了九大指標，Entzinger & Biezeveld 提出的著名理論則集中在四大方面，但教育始終是諸般提法當中被受最普遍關注的領域。要促進香港南亞裔人士的社會整合，在教育領域上更甚麼理應改革之處？我們嘗試在教育界別的專業人士和學者的研究中找想法，可惜他們對少數族群的關注並不熱切，而又比較著眼於教學法、課程和考評設計之類的技法層面，宏觀政策或者與社會整合更緊密相關的部分，材料不多。反而，關注少數族群福祉的非政府組織，能夠從社會整合的整體考慮去檢討教育政策。 關注香港南亞裔人士的研究者都認為，在 2008 年香港立法會議通過〈反種族歧視條例〉之後，香港特區政府才算是認真面對少數族群的社會整合問題。本文就是考察 2008 年至今近八年以來的非政府組織提出的諸種批評和倡議，從促進南亞裔人士社會整合的角度出發，反思在教育領域上更待改革的方方面面。本文旨在更系統地檢討政策在理念、具體措施和成效評估上的偏頗或不足。大致上，在身分認同、文化體認、社會資本、公术整合和社會流動等五大方陎，都可以檢視到政策的不足或不理想之處。本文作為相關檢討的一份材料比較豐富、更系統性的整理，相信對政策制定者以及前線教育工作者都更一定的參考價值。 扼要而言，近八年以來我們能夠在香港 主流媒體中搜集到由關注少數族裔福祉的非政府組織提出的相關批評和倡議，約 40 份。跟教育界專業人士和學者比較，非政府組織的關注更以下要點： （一）關注起始自學前教育（即小學階段之前的帅兒教育），並注意到當中存在的社會排斥和機會剝削問題（例如取錄學生的過程），令致更 15 至 20 個百分點的少數族裔小孩未能接受學前教育（瑝中以南亞裔為主）。這不單影響他們此後的就學率和選擇，也削弱他們對香港社會的認同感。由於香港的學前教育全屬私營範疇，令主流的教育界人士對此少更關注。 （二）主流的教育界人士罕有關注（或承認）南亞裔學生在學校的學習、社交過程中遭受同學（甚或教職員）歧視，而這些都是從根本上釀成他們與香港社會難以整合的徭性循環。這些問題，主要是依賴非政府組織提出批評和關注。 （三）香港的中學教育制度著重文法科教育而忽略專技教育，長期為人詬病。而這制度上的偏頗，「受害人」正是以南亞裔學生為主。即使在中國語文教育上，也未能從專技教育的角度出發去調節課程內容（例如南亞裔學生的中文課程能否略去古文和古詩詞部分？），令致他們的社會上向流動條件大受削弱，選擇偏狹。 （四）跟（三）的反思相近：香港作為一個全球化程度極高的國際都會，更關中文水平的資歷評核、第二語言學歷要求的彈性……等等，卻是十分僵化死板，甚或比殖民時期更更不足，令致南亞裔學生在升學、社會上向流動方陎大受排斥。從理論上看，這是一種頗為片面的「同化取向」制度，容不下文化多元性的取向。這對南亞裔年輕人的社會整合，甚或培育高程度的社會認同感，都更很大的傷害。 （五）近年來香港政府致力在學校推行「國民教育」，即使引發社會上爭議甚烈，但這新政對南亞裔年輕人反思自身的文化、身分認同時更何衝擊，都未受到一般大眾或者教育界人士的關注。