Code choice in Hong Kong

2008 ◽  
Vol 31 (2) ◽  
pp. 18.1-18.17 ◽  
Author(s):  
Judy Woon Yee Ho
Keyword(s):  
Hong Kong ◽  
Language Policy ◽  
Language Education ◽  
Daily Basis ◽  
Motivation To Learn ◽  
Structured Interviews ◽  
Code Choice ◽  
Audio Recordings ◽  
British Colony ◽  
Verbal Exchanges

China resumed its sovereignty over Hong Kong in 1997. Since then drastic changes in this former British colony have occurred. One of these changes is a shift in language policy, from bilingualism (Cantonese and English) to trilingualism (Cantonese, English and Putonghua). The present study is aimed at investigating tertiary students’ use of Cantonese, English and Putonghua on a daily basis, analysing the roles and functions of each language and discussing how these may impact on language policy and language education. Research instruments included 52 students’ language diaries and written analyses, 51 hours of audio-recordings of verbal exchanges, and focus group semi-structured interviews. Results show that the students’ speech repertoire mainly consists of two languages: Cantonese and English and their various mixes. Cantonese is used to ensure understanding, consolidate solidarity and maintain social cohesion. The English-Cantonese mix has become a more powerful identity marker for educated people in Hong Kong than pure Cantonese. English and its supplement with Cantonese are often used in the domain of education. The majority of students seldom use Putonghua in everyday life, but there is a strong instrumental motivation to learn it. Measures are suggested to facilitate a more successful move from bilingualism to trilingualism.

Code choice in Hong Kong

2008 ◽  
Vol 31 (2) ◽  
pp. 18.1-18.17
Author(s):  
Judy Woon Yee Ho
Keyword(s):  
Hong Kong ◽  
Language Policy ◽  
Language Education ◽  
Daily Basis ◽  
Motivation To Learn ◽  
Structured Interviews ◽  
Code Choice ◽  
Audio Recordings ◽  
British Colony ◽  
Verbal Exchanges

China resumed its sovereignty over Hong Kong in 1997. Since then drastic changes in this former British colony have occurred. One of these changes is a shift in language policy, from bilingualism (Cantonese and English) to trilingualism (Cantonese, English and Putonghua). The present study is aimed at investigating tertiary students’ use of Cantonese, English and Putonghua on a daily basis, analysing the roles and functions of each language and discussing how these may impact on language policy and language education.Research instruments included 52 students’ language diaries and written analyses, 51 hours of audio-recordings of verbal exchanges, and focus group semi-structured interviews. Results show that the students’ speech repertoire mainly consists of two languages: Cantonese and English and their various mixes. Cantonese is used to ensure understanding, consolidate solidarity and maintain social cohesion. The English-Cantonese mix has become a more powerful identity marker for educated people in Hong Kong than pure Cantonese. English and its supplement with Cantonese are often used in the domain of education. The majority of students seldom use Putonghua in everyday life, but there is a strong instrumental motivation to learn it. Measures are suggested to facilitate a more successful move from bilingualism to trilingualism.

Migrant doctors’ narratives about patients

2021 ◽  
Author(s):  
Mariana Lazzaro-Salazar ◽  
Olga Zayts
Keyword(s):  
Hong Kong ◽  
Professional Practices ◽  
Vicarious Experience ◽  
Structured Interviews ◽  
Collaborative Project ◽  
Host Culture ◽  
Audio Recordings ◽  
Health And Illness ◽  
Professional Self ◽  
The Creation

Abstract Narratives of personal and vicarious experience are part and parcel of being a doctor, as doctors routinely (re)interpret and (re)tell patients’ narratives when reflecting on clinical cases. Taking an interest in migrant doctors’ self-initiated narratives about patients in doctor-researcher interviews about cultural transitions, this study examines over thirty hours of audio-recordings of forty semi-structured interviews conducted as part of a collaborative project in Chile and Hong Kong. The study explores how migrant doctors construct their professional ‘self’ through narratives about patients, and how these narratives help migrant doctors legitimise their arguments and professional stance in criticizing cultural and societal attitudes towards health and illness, and the professional practices of local doctors. Finally, the paper reflects on the ways in which migrant doctors’ identity positionings provide space for the creation of a “symbolic territory” in which the practices of migrant doctors co-exist within the boundaries of the practices of local doctors in the host culture.

Using R2L pedagogy in teaching practical writing to non-Chinese speaking students in Hong Kong

2021 ◽  
Author(s):  
Mark Shiu-kee Shum ◽  
Dan Shi
Keyword(s):  
Hong Kong ◽  
Mother Tongue ◽  
Ethnically Diverse ◽  
Language Education ◽  
Learning Context ◽  
Structured Interviews ◽  
Applied Learning ◽  
Second Language Education ◽  
Analytical Perspective ◽  
The Status

Abstract Since Hong Kong handover, the language policy in Hong Kong shifts from diglossic bilingualism to bi-literacy and trilingualism policy, balancing the status of English and Chinese with the mother tongue education policy. This policy shift has inadvertently impacted non-Chinese speaking (NCS) students’ enrollment, whose limited mastery of Chinese language prevents them from the mainstream schooling. Faced with this ethnically diverse and multilingual population, Applied Learning Chinese (ApL(C)) motivating practical reading and writing in an applied learning context was proposed by Hong Kong Education Bureau as an alternative for second language education. This study examines the effectiveness of “Reading to Learn, Learning to Write, R2L” pedagogy (Rose, 2012) in teaching Chinese practical writing to NCS students in Hong Kong with pedagogic interventions and Systemic Functional analytical perspective. Semi-structured interviews were conducted to perceive students’ learning experiences with R2L pedagogy. The finding suggests an increased meta-linguistic awareness of genre-specific writings after interventions to be empowered with a voice against social inequity and be empathized with humanistic reflections.

scholarly journals Korean language learning demotivation among EFL instructors in South Korea

2019 ◽  
Vol 9 (1) ◽  
pp. 199-223 ◽  
Author(s):  
Nigel Gearing
Keyword(s):  
Foreign Language ◽  
South Korea ◽  
Language Learning ◽  
Language Education ◽  
National Language ◽  
Motivation To Learn ◽  
Host Society ◽  
Structured Interviews ◽  
Korean Language ◽  
South Korean

Studies investigating the motivation of L1 speakers of English to learn the national language of the host society they currently reside in remain rare, despite the exponential growth of such individuals residing in these nations this century. Previous such studies in South Korea have concluded that learning Korean as a second language (L2) is largely perceived as difficult, unnecessary and is therefore accompanied by experiences of demotivation and amotivation (see Gearing & Roger, 2018). However, these studies did not explicitly address demotivation and amotivation when examining experiences that affect the motivation to learn Korean of 14 English as a Foreign Language (EFL) instructors working in South Korean university language education centers (LECs). Therefore, this study investigates which learning experiences resulted in the amotivation of participants and how two participants who experienced demotivation employed strategies to remotivate themselves. Coding of semi-structured interviews and optional diaries found that despite intent, most participants displayed symptoms of both amotivation and demotivation. The main implication of this study is that in the absence of perceived necessity, affected individuals with insufficient internal motivation or vision to acquire Korean consequently attribute externally related demotivating experiences to pre-existing or resulting amotivation.

scholarly journals Translanguaging in Self-Access Language Advising: Informing Language Policy

2012 ◽  
pp. 59-73 ◽  
Author(s):  
John Adamson ◽  
Naoki Fujimoto-Adamson
Keyword(s):  
Language Policy ◽  
Language Use ◽  
Learning Space ◽  
Japanese University ◽  
English Only ◽  
Positive Attitudes ◽  
Code Choice ◽  
Audio Recordings ◽  
Viable Approach ◽  
Coping Tactics

This study investigates language advising in a self-access center (SAC) with the purpose of informing language policy. This center is located in a new Japanese university and has shifted from an initially teacher-imposed ‘English-only’ language policy into one which encourages “translanguaging” (Blackledge & Creese, 2010, p. 105) between the students’ and center advisors’ (termed as mentors in this center) L1 (Japanese) and their L2 (English). Data from audio-recordings of interaction with advisors and students and between students themselves, interviews with mentors, and student questionnaires all reveal how translanguaging occurs in practice and how it helps to create a learning space in which the “local, pragmatic coping tactics” (Lin, 2005, p. 46) of code-switching offer a more viable approach for learning than under its initial monolingual policy. Mentor interviews and student questionnaires indicate generally positive attitudes towards translanguaging; however, some students still favor an ‘English-only’ policy. Conclusions reveal that a looser language policy in the center is emerging in which mentors now guide students towards their own individualized language policies. It is argued in this paper that this “code choice” (Levine, 2011) in language use is therefore aligned more closely to the principles of student-direction in self-access use.

مهارة الكلام منظور من عملية التعلم والتعليم في جامعة باتوسنجكر الاسلامية الحكومية سومطرى الغربية

2019 ◽  
Vol 1 (1) ◽  
Author(s):  
Suharmon Suharmon
Keyword(s):  
Teaching Strategies ◽  
Language Education ◽  
Arabic Language ◽  
Descriptive Statistics ◽  
Quantitative Approach ◽  
Motivation To Learn ◽  
Education Department ◽  
Class A ◽  
Class B ◽  
Speaking Skill

This research aims to obtain infomation about Arabic learning especially speaking skill in Arabic Language Education Department at IAIN Batusangkar. The research uses a quantitative approach. The instruments to collect the data are test and questionnaire. The data were analyzed using descriptive statistics. The results of the research state that the students’ speaking ability at class “ A “ are 28% low, 36% moderate, and 36% high. While, at class “B”, students’ speaking abilities are 36.4% low, 40,9% moderate, and 22.7% high. The cause of students’ low ability is the unappropriateness of teachers’ strategy in teaching speaking. There are about 96% students at class “A” agreed and 86.4% students at class “B” had similar answer. Another cause is students’ low motivation in learning. Class “A” students agreed for about 76% of them and 77% of class “B” students answered the same. From the finding, it can be concluded that the inability of students to speak Arabic can be overcomed by improving teaching strategies and encouraging maximum motivation  to learn Arabic.

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