Ethnic Minority Students from South Asia in Hong Kong: Language Ideologies and Discursive Identity Construction

Autor/inn/en	Gu, Mingyue Michelle; Mak, Barley; Qu, Xiaoyuan
Titel	Ethnic Minority Students from South Asia in Hong Kong: Language Ideologies and Discursive Identity Construction
Quelle	In: Asia Pacific Journal of Education, 37 (2017) 3, S.360-374 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0218-8791
DOI	10.1080/02188791.2017.1296814
Schlagwörter	Foreign Countries; Ethnic Groups; Minority Group Students; Secondary School Students; Identification (Psychology); Ethnicity; Language Usage; Ideology; Native Language; Chinese; Social Influences; Cultural Differences; Ethnic Stereotypes; Focus Groups; Interviews; Asians; Student Attitudes; Hong Kong + Suchen Sie Ihr Suchwort? Ausland; Ethnie; Sekundarschüler; Ethnizität; Sprachgebrauch; Ideologie; China; Chinesen; Sozialer Einfluss; Kultureller Unterschied; National stereotype; Nationales Stereotyp; Interviewing; Interviewtechnik; Asian; Asiat; Asiatin; Asiaten; Asiate; Schülerverhalten; Hongkong
Abstract	This article explores how ethnic minority students in Hong Kong secondary schools discursively construct their identities in relation to culture, heritage, and social discourse. It finds that the ethnic minority students negotiate their identities within multiple positioning from parents, school, and the broader social discourse on minority languages and cultures. It also finds that they construct contradictory language ideologies when attempting to legitimate their heritage languages and to illegitimate the status of Chinese in the social context. The findings indicate that the participants tend to establish an essentialized cultural difference between their heritage culture and host culture. It argues that fixed and stereotyped views towards language practices and culture may lead to antagonistic relations between the ethnic minority students and locals, and become obstacles to their socialization and integration into the mainstream community. The implications for establishing a flexible and relational view on cultural differences and language use are explored. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01