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Teaching Chinese to Ethnic Minority Students in Hong Kong: A Systematic Review

  • Danping Wang

    Danping WANG is Senior Lecturer and Major Specialisation Leader in Chinese at the University of Auckland, New Zealand. Her research has focused on Chinese language education across pedagogy, teacher education, curriculum design, and policymaking.

     EMAIL logo     and Linda Tsung

    Linda TSUNG is Professor of Multilingual Education and Associate Dean at the Faculty of Arts and Social Sciences, the University of Sydney, Australia. Her research interests are multilingualism, multilingual education, language policy and cultural identity.
Published/Copyright: August 21, 2022
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Chinese Journal of Applied Linguistics
From the journal Chinese Journal of Applied Linguistics Volume 45 Issue 3

Abstract

This paper presents a systematic review of research on Chinese as a Second Language (CSL) education for ethnic minority students in Hong Kong SAR. Using three databases and screening with specific inclusion and exclusion criteria, the study selected 38 empirical studies published in English-language peer-reviewed journals. We find that there has been a surge of publications in Hong Kong in the past decade (2010–2020), and they are mostly authored by scholars from three universities in Hong Kong. Most of the research took a phenomenological approach, using interviews as the main data collection method and focusing on underprivileged South Asian students in secondary schools. The thematic analysis showed that Hong Kong’s CSL adopted a poststructuralist paradigm for understanding and revealing social inequalities surrounding Chinese language education for ethnic minority students. The study concludes that Hong Kong must decolonise its education system to genuinely support ethnic minority students to achieve educational equality and social justice.

Keywords: ethnic minority; decolonisation; Chinese as a second language (CSL); social justice; systematic review

About the authors

Danping Wang

Danping WANG is Senior Lecturer and Major Specialisation Leader in Chinese at the University of Auckland, New Zealand. Her research has focused on Chinese language education across pedagogy, teacher education, curriculum design, and policymaking.

Linda Tsung

Linda TSUNG is Professor of Multilingual Education and Associate Dean at the Faculty of Arts and Social Sciences, the University of Sydney, Australia. Her research interests are multilingualism, multilingual education, language policy and cultural identity.

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  1. Notes

    *References marked with an asterisk indicate studies analysed for the systematic review.

Published Online: 2022-08-21
Published in Print: 2022-08-26

© 2022 BFSU, FLTRP, Walter de Gruyter, Cultural and Education Section British Embassy

Articles in the same Issue

  1. Frontmatter
  2. Early Bilingual Vocabulary Development Among Low-SES Ethnic Minority Learners in China: The Case of Uyghur and Kazak Children
  3. “Even I Can Do It”: Chinese Ethnolinguistic Minority Learners’ Investment in Creative Writing and Its Impact
  4. Research on the Students’ Attitudes Towards Multilingualism: Li Minority Students in Hainan
  5. Teaching Chinese to Ethnic Minority Students in Hong Kong: A Systematic Review
  6. Language Education for Ethnolinguistic Minority Students in China: A Review
  7. On Identity, Motivation, and Multilingual Education in Asian Contexts
  8. Teacher Development
  9. Motivational Practices in Foreign Language Teaching: From the Perspective of Self-Determination Theory
  10. English Teachers’ Beliefs About Multilingual Awareness in L3 Learning and Their Teaching Practice in Chinese EFL Context
  11. Cross-Cultural Communications
  12. Developing Students’ Intercultural Communicative Competence Through Threads of Personal Experiences: A Reflective Approach
  13. Second Language Writing
  14. Effects of Written Corrective Feedback on College EFL Students’ Writing Accuracy and Linguistic Knowledge Acquisition
  15. Discourse Analysis
  16. Exploring Generic Features in China-Africa Corporate Advertising: A Critical Genre Analysis
  17. Abstracts
  18. Chinese Abstracts
https://doi.org/10.1515/CJAL-2022-0304
Keywords for this article
ethnic minority; decolonisation; Chinese as a second language (CSL); social justice; systematic review

Articles in the same Issue

  1. Frontmatter
  2. Early Bilingual Vocabulary Development Among Low-SES Ethnic Minority Learners in China: The Case of Uyghur and Kazak Children
  3. “Even I Can Do It”: Chinese Ethnolinguistic Minority Learners’ Investment in Creative Writing and Its Impact
  4. Research on the Students’ Attitudes Towards Multilingualism: Li Minority Students in Hainan
  5. Teaching Chinese to Ethnic Minority Students in Hong Kong: A Systematic Review
  6. Language Education for Ethnolinguistic Minority Students in China: A Review
  7. On Identity, Motivation, and Multilingual Education in Asian Contexts
  8. Teacher Development
  9. Motivational Practices in Foreign Language Teaching: From the Perspective of Self-Determination Theory
  10. English Teachers’ Beliefs About Multilingual Awareness in L3 Learning and Their Teaching Practice in Chinese EFL Context
  11. Cross-Cultural Communications
  12. Developing Students’ Intercultural Communicative Competence Through Threads of Personal Experiences: A Reflective Approach
  13. Second Language Writing
  14. Effects of Written Corrective Feedback on College EFL Students’ Writing Accuracy and Linguistic Knowledge Acquisition
  15. Discourse Analysis
  16. Exploring Generic Features in China-Africa Corporate Advertising: A Critical Genre Analysis
  17. Abstracts
  18. Chinese Abstracts
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