Teachers' awareness of cultural and instructional congruence in science teaching for ethnic minority students : a case study in Hong Kong

2010 ◽  
Author(s):  
Chung-nun Cheng
Keyword(s):  
Hong Kong ◽  
Ethnic Minority ◽  
Minority Students ◽  
Science Teaching ◽  
Ethnic Minority Students ◽  
Instructional Congruence

scholarly journals HMông Students’ Sources of Funds of Knowledge: A Case Study of Kinh Primary School Teachers’ Practices

2021 ◽  
Vol 5 (3) ◽  
pp. 13-22
Author(s):  
Ha Thi Thanh Tran ◽  
Hung Thai Le
Keyword(s):  
Ethnic Minority ◽  
Minority Students ◽  
Primary Schools ◽  
Teaching Practices ◽  
Funds Of Knowledge ◽  
School Context ◽  
Primary Teachers ◽  
Ethnic Minority Students ◽  
Hmong Students

Teachers working with ethnic minority students who have different language and cultural background from their own may have little knowledge of their students in out-of-school context. This lack of students’ knowledge and resources outside of the school may lead to deficit thinking regarding this non-dominated group as intellectually and academically deficient. Underachievement and low study engagement by HMông ethnic minority students in disadvantaged primary schools in Vietnam evidence a need for more effective teaching practices to support these minority students’ learning and reduce inequality within their educational environment. The funds of knowledge (FoK) approach attempts to overcome teachers’ perceptions of ethnic minority students and their knowledge through learning about these students’ FoK and incorporating these insights into the teaching practices. The purpose of this study is to explore how Kinh teachers identify HMông students’ sources of FoK in order to support their teaching/learning practices. This research employs qualitative educational research method together with case study method to examine the way Kinh primary teachers identify HMông students’ sources of FoK. The findings indicate that Kinh primary teachers identified HMông students’ different sources of FoK that the teachers could beneficially be drawing on to empowering HMông children’ participation, achievement and Kinh teachers’ teaching practices.

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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