Towards a Bourdieuian Understanding of the South Asian Language Minorities' Language Acquisition in Hong Kong PDF Download

Author: K. Y. Wong
Publisher:
ISBN:
Category :
Languages : en
Pages :

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Author: John Nguyet Erni
Publisher: Hong Kong University Press
ISBN: 9888208349
Category : Social Science
Languages : en
Pages : 251

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Book Description
People of South Asian descent are a large, varied and increasingly visible part of Hong Kong’s population. Most have found ways of prospering despite social and economic obstacles and widespread discrimination. Focusing on three important groups—Indians, Pakistanis, and Nepalese—Erni and Leung explore the cultural histories of South Asians in Hong Kong and their experiences at school and at work. The book then discusses how far South Asians’ legal rights are protected by recent anti-discrimination legislation, how they are presented in mainstream media, and how they in turn have made creative use of the media in their efforts to secure recognition as full members of society. Written in an accessible style and drawing on a range of case studies, Understanding South Asian Minorities in Hong Kong is intended primarily for university students and general readers. It will also be of interest to scholars in a wide variety of disciplines, including sociology, social work, media studies, anthropology, history, and cultural studies. At a time when minority rights come increasingly under scrutiny, this book will also be essential reading for advocates, politicians and policy-makers. “This is a comprehensive book on South Asians in Hong Kong. Its examinations of important issues affecting the community are well researched, well argued and supported. The inclusion of personal stories and vignettes also adds a sense of ‘living history.’ This book will certainly enhance the readers’ understanding of Hong Kong’s multicultural background, the advantage of a pluralistic society, and the steps towards further racial integration.” —York Y. N. Chow, Chairperson, Equal Opportunities Commission, Hong Kong “This is a striking example of cultural studies at its best: boldly interdisciplinary, smartly argued, engagingly written, and with a provocative set of policy recommendations to top it all off. Erni and Leung’s nuanced analysis of the politics of racism with respect to ethnic minorities in Hong Kong is a ‘must read’ for anyone interested in critical multiculturalism.” —Gilbert B. Rodman, University of Minnesota “For understanding the situation of South Asians in Hong Kong, this book is absolutely essential reading. It explores not only South Asians’ lives and histories in Hong Kong, but also Hong Kong laws, mass media, and educational policies as these affect South Asians. This book will be a valuable resource for years and decades to come.” —Gordon Mathews, The Chinese University of Hong Kong

Author: David C.S. Li
Publisher: Springer
ISBN: 3319441957
Category : Education
Languages : en
Pages : 314

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This volume gives an up-to-date account of the language situation and social context in multilingual Hong Kong. After an in-depth, interpretive analysis of various language contact phenomena, it shows why it is such a tall order for Hongkongers to live up to the Special Administrative Region government’s language policy goalpost, ‘biliteracy and trilingualism’. A detailed contrastive analysis between Cantonese and (a) English, (b) Modern Written Chinese, and (c) Putonghua helps explain the nature of the linguistic and acquisitional challenges involved. Economic forces and sociopolitical realities helped shape the ‘mother tongue education’ or ‘dual MoI streaming’ policy since September 1998. The book provides a critical review of the significant milestones and key policy documents from the early 1990s, and outlines the concerns of stakeholders at the receiving end. Another MoI debate concerns the feasibility and desirability of teaching Chinese in Putonghua (TCP). Based on a critical review of the TCP literature and recent psycholinguistic and neuroscience research, the language-in-education policy implications are discussed, followed by a few recommendations. Hongkongers of South Asian descent saw their life chances curtailed as a result of the post-1997 changes in the language requirements for gaining access to civil service positions and higher education. Based on a study of 15 South Asian undergraduate students’ prior language learning experiences, recommendations are made to help redress that social inequity problem.

Author: Shui Man Jessica Kung
Publisher:
ISBN:
Category : Chinese language
Languages : en
Pages : 102

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Author: Lisa Y.M. Leung
Publisher: Routledge
ISBN: 100034312X
Category : Social Science
Languages : en
Pages : 223

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Second and third generation South and Southeast Asian minorities in Hong Kong, being marginalized from mainstream social and political affairs, have developed an ambivalent sense of belonging to their host society. Unlike their forefathers who first settled in Hong Kong under British colonial rule, these younger generations have spent their formative years in the territory. As such, they have increasingly engaged in the public and political realms of society, partly in response to the territory’s rapid political changes. Leung discusses and analyses the complex and diverse engagement of migrant and minority youths in Hong Kong - and their struggle for recognition, while desiring to 'be-long' to a place they call home. Some are joining the calls for democratic changes in the territory. In particular, she argues that much of this struggle can be seen in minorities’ involvement in creative sectors of society. While it will be of especial interest to scholars with an interest in Hong Kong, this book presents a compelling case study for anyone interested in the dynamics of migrant and minority engagement in the creative sector as a strategy for engagement.

Author: Alka Sharma
Publisher: Open Dissertation Press
ISBN: 9781361307946
Category :
Languages : en
Pages :

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This dissertation, "Low-income South Asian Parents' Concept of 'making It' in Hong Kong" by Alka, Sharma, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: This thesis addresses academic underachievement by ethnic minorities, a persistent sociological problem, in the context of low-income South Asian students in Hong Kong. South Asians have deep roots in the history of Hong Kong; however lower income groups among them find few opportunities for upward social mobility. Students from this community attend 'designated' local public schools, which do not seem to offer them a challenging academic environment. Hence, these students generally show poorer levels of academic performance and higher levels of dropout rates compared to the majority Chinese students. Most of them also do not go to university and seem to make poor career choices. Existing research on this issue has explored the impact of factors such as limited school choices, segregation in designated schools, poor quality of education, Chinese language requirement, and stereotypes associated with the South Asian community, suggesting that the disadvantaged position of South Asian students is a consequence of their 'non-Chinese status' as it denies them the privileges enjoyed by the mainstream population. However, prior research has generally overlooked the role of South Asian parents in their children's academic life. This thesis addresses this 'research gap' by exploring low-income South Asian parents' understanding of the educational opportunities available in Hong Kong and their attitudes towards children's education and future. A qualitative study within the social constructionist paradigm is used, to examine the ways in which low-income South Asian parents understand and respond to the education system in Hong Kong. Grounded theory approach is used to collect and interpret the data obtained from seventy one interviews with South Asian students, their parents, teachers and social workers. Using 'constant comparative' and 'inductive' methods, three sensitizing concepts are identified - 'parental involvement', 'ethnic identity' and 'folk theory of making it'; and these are used as the theoretical foundation for the data analysis process. In addition, four conceptual categories are developed - 'educational perspectives', 'limited support', 'beyond control', and 'ensuring future success', which define the process of adaptation of the South Asian parents to the education system in Hong Kong. Data shows that the low socioeconomic status and strong ethnic identity of South Asian parents has a major impact on their educational expectations for their children and their adaptation pattern reflects 'resistance' against marginalization in the local education system. This study highlights the 'instrumental' view of education wherein South Asian parents do not conform to standard achivement ideology of Hong Kong society. Instead, they seem to withdraw from high academic expectations and upward social mobility, which further widens the existing social and economic gap between them and other groups, especially the majority Chinese group. In this process, their ethnic identity is reinforced with a focus on strong ties with their home countries; hence, most of them consider themselves only as 'economic stakeholders' in Hong Kong society. These findings emphasize the immediate need for the provision of quality education for ethnic minority groups and concerned attitude from the educators and citizenship education DOI: 10.5353/th_b4979937 Subjects: South As...

Author: Jan GUBE
Publisher: Springer
ISBN: 9811331251
Category : Education
Languages : en
Pages : 292

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The book addresses issues related to the education of ethnic minority individuals in the multilingual Asian region. It features recent research and practices of scholars aiming to rethink educational policy and practice surrounding the education of ethnic minority students with a variety of language scenarios in Hong Kong and other Asian contexts. It documents how ethnicity and inequality are played out at policy, school, and individual levels, and how these affect the education of ethnic minorities in their host societies. Using a range of methods, from surveys to interviews and document analysis, this book describes the links between language, identity and educational inequality related to ethnic minorities in Asian contexts.

Author: Kathleen M. Bailey
Publisher: Routledge
ISBN: 1000364097
Category : Education
Languages : en
Pages : 195

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This book is the eighth volume in the Global Research on Teaching and Learning English series, co-published with The International Research Foundation for English Language Education (TIRF). It brings together the latest developments in research on teaching English in under-resourced contexts across the world, offering a window into the complex challenges that these communities face. Recommendations from research and experience in well-resourced contexts are frequently not relevant or feasible in different circumstances. Contributors explore local and regional assets and challenges to provide a deeper understanding of the difficult issues that language learners and teachers must confront, and they provide insights to meet those challenges. With chapters written by TIRF Doctoral Dissertation Grant awardees, the volume addresses the crucial and growing need for research-based conversations on the contexts, environments, and challenges of teaching English in areas of the world with limited resources, literacy levels, or other constraints. The volume includes sections on policy connections, teacher preparation, and practice insights. It is a useful resource for graduate students and teacher educators in language education, ESL/EFL education, and international education, and an enlightening reference for all readers with an interest in language education around the world.

Author: Richard B. Baldauf
Publisher: Routledge
ISBN: 1135708878
Category : Education
Languages : en
Pages : 313

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In foreign language education, decisions must be taken on what languages to teach, who will teach them, in which schools (i.e. all, only urban, only rural), in which grades, the number of hours a week, and the cost involved. This book explores the answers to these questions across a number of Asian polities. It illustrates why some of the efforts undertaken are successful and why some are not, why – despite significant investments of time and resources – some students do not seem to acquire the languages being taught, and why some teachers responsible for instruction in the designated foreign languages have problems achieving fluency in the designated language or have other language teaching difficulties. It suggests some strategies various polities might attempt to achieve their stated language learning objectives. This book was originally published as a special issue of Current Issues in Language Planning.

Author: Bibi Arfeen
Publisher: Taylor & Francis
ISBN: 1003859615
Category : Education
Languages : en
Pages : 251

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Book Description
Through a first-of-its kind qualitative exploratory study, Bibi Arfeen elucidates the multifaceted complexities and dynamics that contribute to successful higher education-to-work transition among South Asian Ethnic Minority (EM) youths in Hong Kong. Hong Kong’s recent expansion of higher education has given rise to budding academic and career aspirations amongst South Asian ethnic minority youths hoping to achieve upward social and economic mobility. Yet, existing bodies of scholarly work have yet to conceptualise the key determinants that drive an adaptive transition for these youths. This book challenges the widely held assumption that an undergraduate degree is a panacea to job acquisition and security as transitions are actively shaped by larger social, cultural, and economic trajectories potentially influencing the capabilities of ethnic minority youths. In light of their lived experiences, this book foregrounds the voices of ethnic minority youths to gauge an understanding of their higher education-to-work transitions by placing the job-preparatory and job-seeking stages as the basis of the inquiry. Suggesting implications for institutional and public policymaking for the inclusion and empowerment of EM youths, this book will appeal to scholars interested in minority studies and graduate employment, EM youths, university administrators and counsellors, NGOs working with EM communities as well as policy makers.