Access to Majority Language and Educational Outcomes: South Asian Background Students in Postcolonial Hong Kong

Autor/inn/en	Tsung, Linda; Zhang, Qunying; Cruickshank, Ken
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10