Chinese language learning and identity of ethnic minority students in Hong Kong : multiple case study of Pakistani and Filipino elementary students = Zhong wen xue xi yu shen fen ren tong : Xianggang Ba yi ji Fei yi xiao xue sheng duo ge an yan jiu

Purpose This descriptive multiple case study examined the effects of a contextualized expository strategy intervention on supported and independent note-taking, verbal rehearsal, and reporting skills for three elementary students with language disorders. Method Two 9-year-old fourth grade students and one 11-year-old sixth grade student with language disorders participated. The intervention was delivered as sixteen individual 20-minute sessions across nine weeks by the school speech-language pathologist. Students learned to take written and pictographic notes from expository texts and use verbal formulation and rehearsal of individual sentences and whole reports in varied learning contexts. To explore both emergent and independent accomplishments, performance was examined in final intervention session presentations and pre/post intervention testing. Results Following the intervention, all three students effectively used notes and verbal rehearsal to prepare and present fluent, organized, accurate, confident oral reports to an audience. From pre- to post-test, the students showed a range of improvements in the quality of notes, use of verbal rehearsal, holistic quality of oral and written reporting, and strategy awareness. Conclusions Sketch and Speak shows potential as an expository intervention for students who struggle with academic language learning. The results support further examination of this intervention for supported strategy use by younger students and independent use by older students.

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Blessing in Disguise or Bluffing in This Guide: CDA on the Chinese Language Education Policy for Ethnic Minority Students in Hong Kong

International Journal of Education ◽

10.5296/ije.v12i3.17234 ◽

2020 ◽

Vol 12 (3) ◽

pp. 67

Author(s):

Emil Li

Keyword(s):

Hong Kong ◽

Ethnic Minority ◽

Critical Discourse Analysis ◽

Minority Students ◽

Chinese Language ◽

Language Education ◽

Critical Discourse ◽

Ethnic Minority Students ◽

Chinese Language Education ◽

Support Measures

Language reflects ideologies, so does imagery. This paper attempts to uncover the underlying ideologies behind the visual and verbal signs of the brochure titled “Non-Chinese Speaking Parent Information Package: Your Guide to Education in Hong Kong” produced by the Education Bureau, Hong Kong Special Administrative Region. The brochure was carefully read and interpreted through the lens of Critical Discourse Analysis. The author is interested in how the underpinning ideologies and proposed support measures paint a beautiful and promising education picture for ethnic minority students and their parents in Hong Kong.

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Promoting Autonomous, Collaborative English learning Practices and Fostering Greater Learner Autonomy among Secondary Students in Hong Kong

Asian Journal of Education and e-Learning ◽

10.24203/ajeel.v7i1.5664 ◽

2019 ◽

Vol 7 (1) ◽

Author(s):

Hoi Wing Chan

Keyword(s):

Hong Kong ◽

Language Learning ◽

Secondary Students ◽

Learner Autonomy ◽

English Learning ◽

Passive Learning ◽

Learning Practices ◽

Multiple Case ◽

Hong Kong English

Learner autonomy can be referred as an individual’s ability and responsibility to take charge of his or her own learning, which is important to language learning. In Hong Kong, English is more like a foreign language. It is considered as the high variety and speaking the language in a non-required situation is always associated with a negative connotation of being arrogant. To most local people, it is a language learned in a classroom and is seldom used for communicative purposes. Meanwhile, Hong Kong classrooms are featured with teacher-centred, examination-oriented teaching, and passive learning. These factors make the taking up of chances of practising the language with Cantonese-speaking peers in outside of class situations and the development of learner autonomy very difficult. However, out-of-class learning is essential to language learning and learner autonomy. In this multiple-case study, the case participants were asked to reveal their approaches to overcoming challenges, engaging in collaborative English learning practices, and developing greater autonomy. In this paper, their ways to tackle the difficulties of participating in out-of-class English practices with peers and develop learner autonomy, will be discussed.

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Pre-primary education and Chinese language acquisition of ethnic minority students in Hong Kong: a multidisciplinary critical evaluation

Asian Education and Development Studies ◽

10.1108/aeds-04-2021-0081 ◽

2021 ◽

Vol ahead-of-print (ahead-of-print) ◽

Author(s):

Fozia Nazir Lone ◽

Bonnie Wing-Yin Chow

Keyword(s):

Hong Kong ◽

Language Acquisition ◽

Ethnic Minority ◽

Minority Students ◽

Primary Education ◽

Developmental Psychology ◽

Chinese Language ◽

Critical Evaluation ◽

Content Type ◽

Ethnic Minority Students

PurposeThis review study focuses on the framework for pre-primary education and language acquisition for non-Chinese-speaking students (NCS students) from ethnic minority families (EM families) in Hong Kong.Design/methodology/approachThis paper adopts a multidisciplinary perspective that involves both assessing the broader governing framework and researching their specific needs. In its overview of the significant changes made in recent years and an exploration of the gaps in the framework, with reference to other jurisdictions, along with input from developmental psychology as it relates to the issues faced by NCS students.FindingsThis study contributes to the literature on how to shape further policies and reforms to optimize learning of NCS children in Hong Kong from a young age. This helps NCS students and families achieve their right to education and equal opportunities and schools to cater the needs of these students and families, which is essential to providing an enriched learning environment for our children regardless of their ethnicity.Originality/valueThis study uses multidisciplinary approach to study pre-primary education and Chinese language acquisition of ethnic minority students in Hong Kong.

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