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Autor/inn/en | Tsung, Linda; Zhang, Qunying; Cruickshank, Ken |
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Titel | Access to Majority Language and Educational Outcomes: South Asian Background Students in Postcolonial Hong Kong |
Quelle | In: Diaspora, Indigenous, and Minority Education, 4 (2010) 1, S.17-32 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1559-5692 |
Schlagwörter | Asians; Educational Objectives; Outcomes of Education; Academic Achievement; Foreign Countries; Mandarin Chinese; Minority Groups; Language Proficiency; Teaching Methods; Secondary Schools; Educational Policy; Hong Kong Asian; Asiat; Asiatin; Asiaten; Asiate; Educational objective; Bildungsziel; Erziehungsziel; Lernleistung; Schulerfolg; Schulleistung; Ausland; Ethnische Minderheit; Language skill; Language skills; Sprachkompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Sekundarschule; Politics of education; Bildungspolitik; Hongkong |
Abstract | This study examines the extent to which South Asian students in Hong Kong are gaining fluency in Chinese and the impact of this on their educational outcomes in the postcolonial context of an official shift to a trilingual (Cantonese, English, and Putonghua) and biliterate (Chinese and English) society. It focuses on the teaching and learning of Chinese in secondary schools "designated" for minority background students. Data are drawn from student language proficiency testing and teacher interviews. The study found low proficiency in Chinese due, in part, to teaching methodologies based on approaches to learning Chinese as a first language. There was evidence of inadequate teacher preparation, inappropriate curriculum, structural issues, and a cycle of low student motivation and performance. The study concludes that educational outcomes for these students will not improve without a seismic shift in policy thinking and improvement of educational provision for minority students. (Contains 3 tables and 1 figure.) (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |