South Asian Students' Chinese Language Learning in Hong Kong: Motivations and Strategies

Autor/inn/en	Shum, Mark S. K.; Gao, Fang; Tsung, Linda; Ki, Wing-Wah
Titel	South Asian Students' Chinese Language Learning in Hong Kong: Motivations and Strategies
Quelle	In: Journal of Multilingual and Multicultural Development, 32 (2011) 3, S.285-297 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-4632
Schlagwörter	Asians; Parent Participation; Interviews; Parent School Relationship; Foreign Countries; Mandarin Chinese; Competence; Stereotypes; Language of Instruction; Second Language Learning; Learning Motivation; Learning Strategies; English (Second Language); Native Language; Teacher Student Relationship; Teaching Methods; Language Proficiency; Second Language Instruction; Language Usage; Hong Kong + Suchen Sie Ihr Suchwort? Asian; Asiat; Asiatin; Asiaten; Asiate; Elternmitwirkung; Interviewing; Interviewtechnik; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Ausland; Kompetenz; Klischee; Teaching language; Unterrichtssprache; Zweitsprachenerwerb; Motivation for studies; Lernmotivation; Learning methode; Learning techniques; Lernmethode; Lernstrategie; English as second language; English; Second Language; Englisch als Zweitsprache; Teacher student relationships; Lehrer-Schüler-Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Language skill; Language skills; Sprachkompetenz; Fremdsprachenunterricht; Sprachgebrauch; Hongkong
Abstract	This paper offers insights into an under-researched area of Chinese language learning among Hong Kong's less affluent South Asians, a group whose members have often been stereotyped as unable to function in the Chinese medium instruction (CMI) teaching system. Data were collected from a survey of approximately 300 South Asian secondary school students and from follow-up semi-structured interviews with 30 student participants. By cross-examining students' language competency and practice in Chinese, English and mother language(s), the research found that South Asian students, even though in a majority language environment, invest less in Chinese language learning and practice. Their language motivation is instrumentally driven and there is a lack of adequate family support for learning Chinese. It thus highlights the role of schooling and teachers' support in Chinese language learning as the main remedy for insufficient parental involvement. This research argues that in order to attain high competency in the Chinese language, which is considered important for upward mobility, there is an urgent need for teachers and researchers to understand the limited use that students make of the Chinese language and to develop a suitable teaching pedagogy for fostering language motivations. (Contains 5 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10