Heritage and identity: Ethnic minority students from South Asia in Hong Kong

Gu, Ming Yue Michelle; Patkin, John Gideon

doi:10.1016/j.linged.2012.12.008

Cited by 67 publications

(31 citation statements)

References 28 publications

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“…Hence, in the globalized society "the demographic composition of student populations is becoming more and more hybrid in educational settings throughout the world" (GU; PATKIN, 2013, p.139). On the other hand, while it is acknowledged that immigrant students provide cultural diversity to the classroom environment, much of this diversity is not acknowledged and then students feel left out in a place that should promote dialogue (VANDEYAR, 2012) and teachers often see them as problematic (GU;PATKIN, 2013). In the midst of such conditions, students also have the challenge to learn English as a second language (ESL) which they will need for everything, including keeping up with their peers in classroom.…”

Section: Language Learning and The Contemporary Classroommentioning

confidence: 99%

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English as a Painful Experience: Narratives of a Young Brazilian Immigrant in London

Lima

2017

Trab. linguist. apl.

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This study deals with personal experiences of a young female Brazilian immigrant learning English as a second language in London. Data were generated through narrative inquiry procedures, aimed at registering personal stories of the participant's recollection of events. The results showed that learning English as a second language was a painful experience, especially at school, where the participant felt different for being an immigrant and not speaking the language which created a barrier to interact with other students. Also according to her, it appeared to be a reason to be bullied by her classmates. Despite such struggle, she was able to learn, acknowledging the support from her parents and daily interactions with people, rather than learning experiences in formal schooling. Keywords: Immigrant student; English as a second language; bullying. RESUMOEste estudo lida com as experiências pessoais de uma jovem brasileira imigrante aprendendo inglês como segunda língua em Londres. Os dados foram gerados por meio de pesquisa narrativa, objetivando registrar histórias pessoais das lembranças dos eventos da participante. Os resultados revelam que aprender inglês como segunda língua foi uma experiência dolorosa, especialmente na escola, onde a participante se sentia diferente por ser imigrante e não falar a língua, criando uma barreira para interagir com outros alunos. Isso pareceu ser uma das razões, segundo ela, para ter sofrido bullying por parte dos colegas. Apesar de tal desafio, ela foi capaz de aprender, reconhecendo o apoio de seus pais e das interações cotidianas com as pessoas, ao invés das experiências de aprendizagem na escolarização formal. Palavras-chave: aluna imigrante; inglês como segunda língua; bullying.

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Section: Language Learning and The Contemporary Classroommentioning

confidence: 99%

“…For this paper, the recollection presents a trajectory filled with negative experiences established by the initial cultural shock (HALL, 2011) and language barrier (GU; PATKIN, 2013;HONG;ESPELAGE, 2012). Besides, this challenge led her to a greater one: feeling bullied at school by her peers for not being able to communicate in English.…”

Section: Introductionmentioning

confidence: 99%

English as a Painful Experience: Narratives of a Young Brazilian Immigrant in London

Lima

2017

Trab. linguist. apl.

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“…While some studies have described the use of discourses in defining others, as in the discursive construction of deficit identities for minorities (Briscoe & DeOliver, 2012), other studies have shown the use of discourses by youth in negotiating their own identities. Minority youth have been shown to appropriate counterdiscourses, resisting their marginalization, as in the case of South Asian youth in Hong Kong who, associating themselves with English, emphasized the superiority of English over the local languages (Gu & Patkin, 2013). In exploring the linguistic identities of minority youth in Québec City, as influenced by their specific sociolinguistic and language policy context, we focus on the discourses that they appropriate in explaining their experiences and perceptions of intergroup relations, as framed in the following section.…”

Section: Linguistic Identities Of Minority Youth In Québec and Beyondmentioning

confidence: 99%

“I Am Not a Francophone”: Identity Choices and Discourses of Youth Associating With a Powerful Minority

Groff

Pilote

Vieux-Fort

2016

Journal of Language, Identity & Education

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“…The study was situated in Hong Kong, which had been a British colony for more than 100 years and was handed over to China in 1997. This historical background creates complex sociocultural and linguistic situations in Hong Kong (Gu and Patkin 2013). According to the latest population census in Hong Kong, 93.6% of the whole population in Hong Kong in 2011 was ethnic Chinese and 6.4% were ethnic minorities.…”

Section: Research Context and Hypothesized Relationshipsmentioning

confidence: 99%

Bicultural orientation and Chinese language learning among South Asian ethnic minority students in Hong Kong

Lai

Gao

Qiu

2014

International Journal of Bilingual Education and Bilingualism

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Understanding the value of monocultural acculturation orientation to the host culture (assimilation) and bicultural acculturation orientation (integration) for language learning is critical in guiding educational policy and practices for immigrant students. This study aimed to enhance our understanding on the relationship between acculturation orientation and second language (L2) learning. It generated two conceptual models to describe how cultural identification affects language learning as hypothesized in different theories on identity and L2 learning and tested these two hypothesized models in the immigration context of Hong Kong. A survey was conducted among a group of senior high school South Asian minority students on their learning of the language of the host culture, Chinese, to provide the basis for comparison. It was found that the students mainly adopted the bicultural/integration orientation and that bicultural orientation was the optimal acculturation orientation for learning Chinese. Bicultural orientation influenced the participants' Chinese language learning outcome through impacting psychosocial well-being and engagement with the target language and community. The findings suggest that we need to take both linguistic and psychosocial adjustment factors into consideration when conceptualizing the role of identity in L2 learning. Furthermore, this study cautions us against a context-independent stance toward the utility of assimilation for language learning.

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Heritage and identity: Ethnic minority students from South Asia in Hong Kong

Cited by 67 publications

References 28 publications

English as a Painful Experience: Narratives of a Young Brazilian Immigrant in London

English as a Painful Experience: Narratives of a Young Brazilian Immigrant in London

“I Am Not a Francophone”: Identity Choices and Discourses of Youth Associating With a Powerful Minority

Bicultural orientation and Chinese language learning among South Asian ethnic minority students in Hong Kong

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