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Hong Kong's ethnic and linguistic minority immigrant students: An evaluation of educational support measures
Citation
Connelly, J and Gube, JCC and Thapa, CB, Hong Kong's ethnic and linguistic minority immigrant students: An evaluation of educational support measures, Migrants and Refugees: Equitable education for displaced populations, Information Age Publishing, EL Brown & A Krasteva (ed), Charlotte, North Carolina, pp. 191-214. ISBN 978-1-62396-466-5 (2013) [Research Book Chapter]
Copyright Statement
Copyright 2013 Information Age Publishing Inc.
Official URL: http://www.infoagepub.com/products/Migrants-and-Re...
Abstract
Immigrants comprise 5% (350,000) of Hong Kong’s population of 7 million.
3.2% (14,000) of the school age population are ethnic minority immigrant
(EM/I) students who register poor academic achievement in school
particularly at senior secondary level when compared to local Chinese Hong
Kong students.’ Over the last 7 years the government has rolled out support
measures to meet the learning needs of these language minority immigrant
students. Research reported here presents perceptions of the impact of the
support measures. The aim was to answer the following two questions: Does
the support have the potential to achieve the government’s stated objectives
of minimising language and cultural barriers to school achievement, and are
they facilitating the smooth integration of language minority immigrant students
into Hong Kong society? The findings contradict the ‘smooth integration’
of Ethnic Minority students, revealing instead that a singularly focused
pedagogical provision for Chinese language acquisition is too narrow. The
findings also expose the role this language-targeted policy plays in the construction
of social inequality in Hong Kong. There are absences such as unacknowledged
culture diversity, unaddressed discrimination, and unrecognized
pedagogical challenges emanating from teachers’ calls for more support. The
conclusion is that the edu-scape of EM/I students in Hong Kong is fraught
with ideological, cultural, linguistic and pedagogical complexities.
Item Details
Item Type: | Research Book Chapter |
---|---|
Research Division: | Education |
Research Group: | Specialist studies in education |
Research Field: | Multicultural education (excl. Aboriginal and Torres Strait Islander, Maori and Pacific Peoples) |
Objective Division: | Education and Training |
Objective Group: | Schools and learning environments |
Objective Field: | Equity and access to education |
UTAS Author: | Gube, JCC (Mr Jan Gube) |
ID Code: | 88553 |
Year Published: | 2013 |
Deposited By: | Education |
Deposited On: | 2014-02-06 |
Last Modified: | 2014-07-22 |
Downloads: | 0 |
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