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Article: Linguistic capital: continuity and change in educational language polices for South Asians in Hong Kong primary schools

TitleLinguistic capital: continuity and change in educational language polices for South Asians in Hong Kong primary schools
Authors
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
Citation
Current Issues in Language Planning, 2011, v. 12 n. 2, p. 251-263 How to Cite?
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.
Persistent Identifierhttp://hdl.handle.net/10722/138536
ISSN
2014 SCImago Journal Rankings: 0.583

 

DC FieldValueLanguage
dc.contributor.authorGao, Fen_US
dc.date.accessioned2011-08-26T15:35:48Z-
dc.date.available2011-08-26T15:35:48Z-
dc.date.issued2011en_US
dc.identifier.citationCurrent Issues in Language Planning, 2011, v. 12 n. 2, p. 251-263en_US
dc.identifier.issn1466-4208-
dc.identifier.urihttp://hdl.handle.net/10722/138536-
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.languageengen_US
dc.publisherRoutledge. The Journal's web site is located at http://www.tandfonline.com/toc/rclp20/current-
dc.relation.ispartofCurrent Issues in Language Planningen_US
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 schoolsen_US
dc.typeArticleen_US
dc.identifier.emailGao, F: gaofang@graduate.hku.hken_US
dc.identifier.doi10.1080/14664208.2011.609687-
dc.identifier.scopuseid_2-s2.0-84857077676-
dc.identifier.hkuros190456en_US
dc.identifier.volume12-
dc.identifier.issue2-
dc.identifier.spage251-
dc.identifier.epage263-
dc.publisher.placeUnited Kingdom-

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