English Language Schooling, Linguistic Realities, and the Native Speaker of English in Hong Kong

Autor/in	Hansen Edwards, Jette G.
Titel	English Language Schooling, Linguistic Realities, and the Native Speaker of English in Hong Kong
Quelle	In: Multilingua: Journal of Cross-Cultural and Interlanguage Communication, 37 (2018) 3, S.275-304 (30 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0167-8507
DOI	10.1515/multi-2016-0012
Schlagwörter	Native Speakers; Language of Instruction; Sino Tibetan Languages; Self Concept; Multilingualism; Foreign Countries; Case Studies; College Students; International Schools; Language Usage; Family Environment; Peer Relationship; Educational Experience; Educational Background; Language Proficiency; Student Attitudes; Ethnicity; Language Variation; English (Second Language); Semi Structured Interviews; Grounded Theory; Hong Kong + Suchen Sie Ihr Suchwort? Muttersprachler; Teaching language; Unterrichtssprache; Selbstkonzept; Mehrsprachigkeit; Multilingualismus; Ausland; Case study; Fallstudie; Case Study; Collegestudent; International school; Internationale Schule; Sprachgebrauch; Familienmilieu; Peer-Beziehungen; Bildungserfahrung; Vorbildung; Language skill; Language skills; Sprachkompetenz; Schülerverhalten; Ethnizität; Sprachenvielfalt; English as second language; English; Second Language; Englisch als Zweitsprache; Hongkong
Abstract	The study employs a case study approach to examine the impact of educational backgrounds on nine Hong Kong tertiary students' English and Cantonese language practices and identifications as native speakers of English and Cantonese. The study employed both survey and interview data to probe the participants' English and Cantonese language use at home, school, and with peers/friends. Leung, Harris, and Rampton's (1997, The idealized native speaker, reified ethnicities, and classroom realities. "TESOL Quarterly" 31(3). 543-560) framework of language affiliation, language expertise, and inheritance was used to examine the construction of a native language identity in a multilingual setting. The study found that educational background--and particularly international school experience in contrast to local government school education--had an impact on the participants' English language usage at home and with peers, and also affected their language expertise in Cantonese. English language use at school also impacted their identifications as native speakers of both Cantonese and English, with Cantonese being viewed largely as native language based on inheritance while English was being defined as native based on their language expertise, affiliation and use, particularly in contrast to their expertise in, affiliation with, and use of Cantonese. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01