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Article: Linguistic capital: continuity and change in educational language polices for South Asians in Hong Kong primary schools
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TitleLinguistic capital: continuity and change in educational language polices for South Asians in Hong Kong primary schools
 
AuthorsGao, F
 
KeywordsLanguage policy
Linguistic capital
Chinese as a second language
Ethnic minorities
South Asians
 
Issue Date2011
 
PublisherRoutledge. The Journal's web site is located at http://www.tandfonline.com/toc/rclp20/current
 
CitationCurrent Issues in Language Planning, 2011, v. 12 n. 2, p. 251-263 [How to Cite?]
DOI: http://dx.doi.org/10.1080/14664208.2011.609687
 
AbstractLanguage-in-education policies within post-colonization, nationalism, and globalization are currently key concerns of the sociology of language as they impact language teaching and learning in multilingual contexts. Despite these concerns, studies of educational language policies for ethnic minorities, in this case, those of South Asians in Hong Kong, are rare. This paper looks at colonial and post-colonial language policies in education with an eye to shedding light on continuity and change of linguistic capital for this group. Given the complexity, contextuality, complicity, complementarity, and continuity of the approach, the research analyzes the influences of educational language policies concerning South Asians, especially at primary school level, in pre- and post-colonial times. It argues that while English linguistic capital predominates during both pre- and post-colonial periods, this predominant status has begun to be shared by Cantonese, which has emerged as the 'high' language in post-handover Hong Kong and forms the main barrier for South Asians to learn Chinese as a second language to enable upward mobility in Hong Kong society. © 2011 Copyright Taylor and Francis Group, LLC.
 
ISSN1466-4208
2012 SCImago Journal Rankings: 0.396
 
DOIhttp://dx.doi.org/10.1080/14664208.2011.609687
 
DC FieldValue
dc.contributor.authorGao, F
 
dc.date.accessioned2011-08-26T15:35:48Z
 
dc.date.available2011-08-26T15:35:48Z
 
dc.date.issued2011
 
dc.description.abstractLanguage-in-education policies within post-colonization, nationalism, and globalization are currently key concerns of the sociology of language as they impact language teaching and learning in multilingual contexts. Despite these concerns, studies of educational language policies for ethnic minorities, in this case, those of South Asians in Hong Kong, are rare. This paper looks at colonial and post-colonial language policies in education with an eye to shedding light on continuity and change of linguistic capital for this group. Given the complexity, contextuality, complicity, complementarity, and continuity of the approach, the research analyzes the influences of educational language policies concerning South Asians, especially at primary school level, in pre- and post-colonial times. It argues that while English linguistic capital predominates during both pre- and post-colonial periods, this predominant status has begun to be shared by Cantonese, which has emerged as the 'high' language in post-handover Hong Kong and forms the main barrier for South Asians to learn Chinese as a second language to enable upward mobility in Hong Kong society. © 2011 Copyright Taylor and Francis Group, LLC.
 
dc.identifier.citationCurrent Issues in Language Planning, 2011, v. 12 n. 2, p. 251-263 [How to Cite?]
DOI: http://dx.doi.org/10.1080/14664208.2011.609687
 
dc.identifier.doihttp://dx.doi.org/10.1080/14664208.2011.609687
 
dc.identifier.epage263
 
dc.identifier.hkuros190456
 
dc.identifier.issn1466-4208
2012 SCImago Journal Rankings: 0.396
 
dc.identifier.issue2
 
dc.identifier.scopuseid_2-s2.0-84857077676
 
dc.identifier.spage251
 
dc.identifier.urihttp://hdl.handle.net/10722/138536
 
dc.identifier.volume12
 
dc.languageeng
 
dc.publisherRoutledge. The Journal's web site is located at http://www.tandfonline.com/toc/rclp20/current
 
dc.publisher.placeUnited Kingdom
 
dc.relation.ispartofCurrent Issues in Language Planning
 
dc.subjectLanguage policy
 
dc.subjectLinguistic capital
 
dc.subjectChinese as a second language
 
dc.subjectEthnic minorities
 
dc.subjectSouth Asians
 
dc.titleLinguistic capital: continuity and change in educational language polices for South Asians in Hong Kong primary schools
 
dc.typeArticle
 
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<description.abstract>Language-in-education policies within post-colonization, nationalism, and globalization are currently key concerns of the sociology of language as they impact language teaching and learning in multilingual contexts. Despite these concerns, studies of educational language policies for ethnic minorities, in this case, those of South Asians in Hong Kong, are rare. This paper looks at colonial and post-colonial language policies in education with an eye to shedding light on continuity and change of linguistic capital for this group. Given the complexity, contextuality, complicity, complementarity, and continuity of the approach, the research analyzes the influences of educational language policies concerning South Asians, especially at primary school level, in pre- and post-colonial times. It argues that while English linguistic capital predominates during both pre- and post-colonial periods, this predominant status has begun to be shared by Cantonese, which has emerged as the &apos;high&apos; language in post-handover Hong Kong and forms the main barrier for South Asians to learn Chinese as a second language to enable upward mobility in Hong Kong society. &#169; 2011 Copyright Taylor and Francis Group, LLC.</description.abstract>
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Author Affiliations
  1. The University of Hong Kong