Heritage and Identity: Ethnic Minority Students from South Asia in Hong Kong

Autor/inn/en	Gu, Mingyue; Patkin, John
Titel	Heritage and Identity: Ethnic Minority Students from South Asia in Hong Kong
Quelle	In: Linguistics and Education: An International Research Journal, 24 (2013) 2, S.131-141 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0898-5898
DOI	10.1016/j.linged.2012.12.008
Schlagwörter	Immigrants; Social Status; Minority Group Students; English (Second Language); Foreign Countries; Multilingualism; Language Attitudes; Focus Groups; Second Language Learning; Language Usage; Self Concept; Secondary School Students; Ethnicity; Interviews; Language Role; Cultural Background; Ethnic Groups; Asians; Hong Kong + Suchen Sie Ihr Suchwort? Immigrant; Immigrantin; Immigranten; Sozialer Status; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Mehrsprachigkeit; Multilingualismus; Sprachverhalten; Zweitsprachenerwerb; Sprachgebrauch; Selbstkonzept; Sekundarschüler; Ethnizität; Interviewing; Interviewtechnik; Ethnie; Asian; Asiat; Asiatin; Asiaten; Asiate; Hongkong
Abstract	This article investigates the language attitudes, language practices and identity construction of a group of ethnic minority students in a secondary school in Hong Kong. Drawing on data from focus group and individual interviews, this research shows that the ethnic minority students negotiate and contest their heritage identity by utilizing their heritage and the experiences and knowledge they have gained in the host context. In addition, the students construct a counter-discourse to resist the lower social status of their heritage languages and minority identity by maintaining their heritage language, by promoting the dominant status of English and by devaluing the local language; however, these steps may limit their linguistic choices and lead to discrimination against other languages. This paper implies that school administrators and policy makers had better seek to establish a more supportive environment for language learning by immigrant students, and that the students themselves can utilize their multicultural and multilingual backgrounds to empower themselves in the host context and enjoy more equal opportunities. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10