Multilingual Proficiencies and L1 Attitudes of Ethnic Minority Students in Hong Kong

Autor/inn/en	Hua, Congchao; Li, Yee Na; Li, Bin
Titel	Multilingual Proficiencies and L1 Attitudes of Ethnic Minority Students in Hong Kong
Quelle	In: Journal of Multilingual and Multicultural Development, 44 (2023) 7, S.589-607 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Li, Yee Na)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-4632
DOI	10.1080/01434632.2020.1850743
Schlagwörter	Multilingualism; Ethnic Groups; Cultural Pluralism; Self Concept; Second Language Learning; Native Language; Language Proficiency; Foreign Countries; Correlation; Age Differences; Language Attitudes; Minority Group Students; Mastery Learning; Student Attitudes; Elementary School Students; Secondary School Students; Mandarin Chinese; Sino Tibetan Languages; English (Second Language); Language of Instruction; Hong Kong + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; Ethnie; Kulturpluralismus; Selbstkonzept; Zweitsprachenerwerb; Language skill; Language skills; Sprachkompetenz; Ausland; Korrelation; Age; Difference; Age difference; Altersunterschied; Sprachverhalten; Schülerverhalten; Sekundarschüler; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching language; Unterrichtssprache; Hongkong
Abstract	This study examined proficiency levels and attitudes of main languages in use among ethnic minority students in Hong Kong. We surveyed 260 students from primary and secondary schools with English as the medium of instruction. They were multilingual speakers who were proficient in spoken English and Cantonese. Our results revealed asymmetric and correlated proficiency levels including in the students' native languages (L1s). Their multilingual proficiencies were also affected by factors such as age variables and associated with aspects of L1 attitudes. Our key finding corroborated previous research claims that mastery of multiple languages could allow ethnic minority students to construct a more powerful multilingual and multicultural identity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01