Early experience and later multilingual attainments by ethnic minority students in Hong Kong

Li, Bin; Li, Yee Na; Hua, Congchao

doi:10.1080/02188791.2020.1820312

Cited by 10 publications

(5 citation statements)

References 39 publications

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“…More opportunities of exposure to Cantonese and written Chinese are therefore of great significance for EM learners in Hong Kong, which generally functions in trilingualism. The findings resonate with Erbaugh (2002) and Li et al (2020) , who claim that such opportunities can empower EM learners in the establishment of an elaborated social network with Cantonese-speaking peers.…”

Section: Discussionsupporting

confidence: 83%

“…The participants in this study also reported that they commonly used compensation strategies, although over-reliance on these strategies could be problematic. Taguchi ( Li et al, 2020 ) suggested that as learners progress in their language journey, they should avoid using compensation strategies that might negatively affect their vocal communication. Instead, the author recommended using other methods such as metacognitive strategies, which can help learners review their language development and learning tasks.…”

Section: Discussionmentioning

confidence: 99%

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An Exploratory Study of Cantonese Learning Strategies Amongst Non-Chinese English-Speaking Ethnic Minority University Students in Hong Kong

Pun

Yu²,

Sicuan³

et al. 2022

Front. Psychol.

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This study investigates the strategies for learning Cantonese that are adopted by non-Chinese English-speaking ethnic minority (EM) university students in Hong Kong. The aim is to identify the challenges these students face in applying their strategies to learn Cantonese and to explore their learning experiences when implementing them. Drawing on questionnaire surveys and semi-structured interviews with 30 EM students at a university in Hong Kong, this study identifies these learners’ strategies, elicits their views on the use of these strategies and examines their learning experiences. The findings suggest that EM students are “medium strategy users,” with social strategies being their most commonly used types of learning strategies, followed by compensation and metacognitive strategies. The more proficient Cantonese users tend to use metacognitive strategies that promote planning and are goal-oriented. Taken together, this study sheds light on the complex interplay of sociocultural variables in shaping EM university students’ Cantonese learning experience in Hong Kong. It also highlights the importance of analysing EM students’ linguistic repertoire and the local language ecology in understanding Cantonese learning in a multilingual context like Hong Kong.

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Section: Discussionsupporting

confidence: 83%

Section: Discussionmentioning

confidence: 99%

An Exploratory Study of Cantonese Learning Strategies Amongst Non-Chinese English-Speaking Ethnic Minority University Students in Hong Kong

Pun

Yu²,

Sicuan³

et al. 2022

Front. Psychol.

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“…Another two studies have discussed the benefits of monolingual and multilingual approaches in CSL teaching. Li et al (2020) have found that the early immersion approach can contribute to higher achievement in Chinese language skills. They argued that pre-schoolers learned the best when immersed in a total immersion environment.…”

Section: Focus Of Researchmentioning

confidence: 99%

Teaching Chinese to Ethnic Minority Students in Hong Kong: A Systematic Review

Wang

Tsung

2022

Chinese Journal of Applied Linguistics

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This paper presents a systematic review of research on Chinese as a Second Language (CSL) education for ethnic minority students in Hong Kong SAR. Using three databases and screening with specific inclusion and exclusion criteria, the study selected 38 empirical studies published in English-language peer-reviewed journals. We find that there has been a surge of publications in Hong Kong in the past decade (2010–2020), and they are mostly authored by scholars from three universities in Hong Kong. Most of the research took a phenomenological approach, using interviews as the main data collection method and focusing on underprivileged South Asian students in secondary schools. The thematic analysis showed that Hong Kong’s CSL adopted a poststructuralist paradigm for understanding and revealing social inequalities surrounding Chinese language education for ethnic minority students. The study concludes that Hong Kong must decolonise its education system to genuinely support ethnic minority students to achieve educational equality and social justice.

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“…But few studies were done in China. Recently, a study in Hong Kong revealed that the early support from immersion courses may help ethnic minority students to achieve higher achievements in Chinese (Li, Li & Hua, 2020).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Moderating Effects of Self-efficacy on Chinese Language Achievement for Minority Students

Qiu-ling

Zhao

Han

et al. 2021

jltr

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The purpose of this article was to explore the effect of the contextual variables and individual variables on the language achievement for the minority students in Chinese primary school. There were 9,102 students from grade 2 to grade 6 who participated in the investigation, including 578 minority and 4731 girls from five regions with different developing levels. Firstly, the results show that the ethnicity does not have a direct effect on the language achievement and the self-efficacy has moderating effect for ethnicity on language achievement. Secondly, the gender and parents’ career have a direct and indirect effect on the language achievement. Male minority students with lower parents’ careers level would have a high probability to fall in the language achievement. But, all these effects are moderated by the students’ self-efficacy. Finally, it implied that the early efforts to promote the students’ self-efficacy beliefs would enhance the future language achievement for the minority students in the primary school.

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Early experience and later multilingual attainments by ethnic minority students in Hong Kong

Cited by 10 publications

References 39 publications

An Exploratory Study of Cantonese Learning Strategies Amongst Non-Chinese English-Speaking Ethnic Minority University Students in Hong Kong

An Exploratory Study of Cantonese Learning Strategies Amongst Non-Chinese English-Speaking Ethnic Minority University Students in Hong Kong

Teaching Chinese to Ethnic Minority Students in Hong Kong: A Systematic Review

Moderating Effects of Self-efficacy on Chinese Language Achievement for Minority Students

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