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Article: Investigating the role of bilingual teaching assistants in Hong Kong: An exploratory study

TitleInvestigating the role of bilingual teaching assistants in Hong Kong: An exploratory study
Authors
KeywordsBilingual teaching assistant
Chinese language learning
Cultural mediation
Equality of education
Linguistic support
South asian
Issue Date2010
PublisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/routledge/00131881.asp
Citation
Educational Research, 2010, v. 52 n. 4, p. 445-456 How to Cite?
AbstractBackground: Recent government initiatives in Hong Kong have focused on raising the participation of students from South Asian backgrounds in mainstream schools, to encourage their further integration into Hong Kong's educational system and society. These students' learning in mainstream schools takes place within the context of the central curriculum and, thus, students face the challenge of learning Chinese as an additional language. Mainstream schools sometimes provide additional support, including the provision of bilingual teaching assistants to address the specific needs of the students from South Asian backgrounds. Purpose: This exploratory study aims to investigate the roles of bilingual teaching assistants in Hong Kong. Method: Interviews were held with two bilingual teaching assistants from the South Asian community in Hong Kong who were working in a mainstream secondary school. Teachers from the school were also interviewed. Open-ended interview questions focused on perceptions of the roles and responsibilities of bilingual teaching assistants in Chinese-language-medium classes. The data were analysed to identify any emergent patterns and themes. Findings: The research findings indicate that the bilingual teaching assistants from the South Asian community not only took on the role of helping the learners from South Asian backgrounds in Chinese language acquisition, but also acted as cultural mediators between mainstream school culture and the culture of the South Asian community in Hong Kong. Conclusions: This small-scale exploratory research study suggests the importance of the role of bilingual teaching assistants in promoting equal access to quality education for ethnic minorities in Hong Kong. © 2010 NFER.
Persistent Identifierhttp://hdl.handle.net/10722/125527
ISSN
2015 Impact Factor: 0.589
2015 SCImago Journal Rankings: 0.490
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorGao, Fen_HK
dc.contributor.authorShum, MSKen_HK
dc.date.accessioned2010-10-31T11:36:25Z-
dc.date.available2010-10-31T11:36:25Z-
dc.date.issued2010en_HK
dc.identifier.citationEducational Research, 2010, v. 52 n. 4, p. 445-456en_HK
dc.identifier.issn0013-1881en_HK
dc.identifier.urihttp://hdl.handle.net/10722/125527-
dc.description.abstractBackground: Recent government initiatives in Hong Kong have focused on raising the participation of students from South Asian backgrounds in mainstream schools, to encourage their further integration into Hong Kong's educational system and society. These students' learning in mainstream schools takes place within the context of the central curriculum and, thus, students face the challenge of learning Chinese as an additional language. Mainstream schools sometimes provide additional support, including the provision of bilingual teaching assistants to address the specific needs of the students from South Asian backgrounds. Purpose: This exploratory study aims to investigate the roles of bilingual teaching assistants in Hong Kong. Method: Interviews were held with two bilingual teaching assistants from the South Asian community in Hong Kong who were working in a mainstream secondary school. Teachers from the school were also interviewed. Open-ended interview questions focused on perceptions of the roles and responsibilities of bilingual teaching assistants in Chinese-language-medium classes. The data were analysed to identify any emergent patterns and themes. Findings: The research findings indicate that the bilingual teaching assistants from the South Asian community not only took on the role of helping the learners from South Asian backgrounds in Chinese language acquisition, but also acted as cultural mediators between mainstream school culture and the culture of the South Asian community in Hong Kong. Conclusions: This small-scale exploratory research study suggests the importance of the role of bilingual teaching assistants in promoting equal access to quality education for ethnic minorities in Hong Kong. © 2010 NFER.en_HK
dc.languageengen_HK
dc.publisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/routledge/00131881.aspen_HK
dc.relation.ispartofEducational Researchen_HK
dc.subjectBilingual teaching assistanten_HK
dc.subjectChinese language learningen_HK
dc.subjectCultural mediationen_HK
dc.subjectEquality of educationen_HK
dc.subjectLinguistic supporten_HK
dc.subjectSouth asianen_HK
dc.titleInvestigating the role of bilingual teaching assistants in Hong Kong: An exploratory studyen_HK
dc.typeArticleen_HK
dc.identifier.openurlhttp://library.hku.hk:4550/resserv?sid=HKU:IR&issn=0013-1881&volume=52&issue=4&spage=445&epage=456&date=2010&atitle=Investigating+the+role+of+bilingual+teaching+assistants+in+Hong+Kong:+an+exploratory+studyen_HK
dc.identifier.emailShum, MSK: mskshum@hku.hken_HK
dc.identifier.authorityShum, MSK=rp00956en_HK
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1080/00131881.2010.524753en_HK
dc.identifier.scopuseid_2-s2.0-78149432725en_HK
dc.identifier.hkuros186095en_HK
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-78149432725&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume52en_HK
dc.identifier.issue4en_HK
dc.identifier.spage445en_HK
dc.identifier.epage456en_HK
dc.identifier.eissn1469-5847-
dc.identifier.isiWOS:000283878700006-
dc.publisher.placeUnited Kingdomen_HK
dc.identifier.scopusauthoridGao, F=26534144500en_HK
dc.identifier.scopusauthoridShum, MSK=6701814941en_HK
dc.identifier.citeulike9824721-

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