Ethnic minority students’ progression to university in Hong Kong: access and equity

2019 ◽  
Vol 11 (2) ◽  
pp. 135-148 ◽  
Author(s):  
Gao Fang
Keyword(s):  
Hong Kong ◽  
Ethnic Minority ◽  
Minority Students ◽  
Ethnic Minority Students ◽  
Access And Equity

scholarly journals Blessing in Disguise or Bluffing in This Guide: CDA on the Chinese Language Education Policy for Ethnic Minority Students in Hong Kong

2020 ◽  
Vol 12 (3) ◽  
pp. 67
Author(s):  
Emil Li
Keyword(s):  
Hong Kong ◽  
Ethnic Minority ◽  
Critical Discourse Analysis ◽  
Minority Students ◽  
Chinese Language ◽  
Language Education ◽  
Critical Discourse ◽  
Ethnic Minority Students ◽  
Chinese Language Education ◽  
Support Measures

Language reflects ideologies, so does imagery. This paper attempts to uncover the underlying ideologies behind the visual and verbal signs of the brochure titled “Non-Chinese Speaking Parent Information Package: Your Guide to Education in Hong Kong” produced by the Education Bureau, Hong Kong Special Administrative Region. The brochure was carefully read and interpreted through the lens of Critical Discourse Analysis. The author is interested in how the underpinning ideologies and proposed support measures paint a beautiful and promising education picture for ethnic minority students and their parents in Hong Kong.

Pre-primary education and Chinese language acquisition of ethnic minority students in Hong Kong: a multidisciplinary critical evaluation

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Fozia Nazir Lone ◽  
Bonnie Wing-Yin Chow
Keyword(s):  
Hong Kong ◽  
Language Acquisition ◽  
Ethnic Minority ◽  
Minority Students ◽  
Primary Education ◽  
Developmental Psychology ◽  
Chinese Language ◽  
Critical Evaluation ◽  
Content Type ◽  
Ethnic Minority Students

PurposeThis review study focuses on the framework for pre-primary education and language acquisition for non-Chinese-speaking students (NCS students) from ethnic minority families (EM families) in Hong Kong.Design/methodology/approachThis paper adopts a multidisciplinary perspective that involves both assessing the broader governing framework and researching their specific needs. In its overview of the significant changes made in recent years and an exploration of the gaps in the framework, with reference to other jurisdictions, along with input from developmental psychology as it relates to the issues faced by NCS students.FindingsThis study contributes to the literature on how to shape further policies and reforms to optimize learning of NCS children in Hong Kong from a young age. This helps NCS students and families achieve their right to education and equal opportunities and schools to cater the needs of these students and families, which is essential to providing an enriched learning environment for our children regardless of their ethnicity.Originality/valueThis study uses multidisciplinary approach to study pre-primary education and Chinese language acquisition of ethnic minority students in Hong Kong.

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