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Article: Hong Kong children's rights to a culturally compatible English education

TitleHong Kong children's rights to a culturally compatible English education
Authors
Issue Date1997
PublisherUniversity of Hong Kong, English Centre. The Journal's web site is located at http://ec.hku.hk/hkjal
Citation
Hong Kong Journal of Applied Linguistics, 1997, v. 2 n. 2, p. 23-48 How to Cite?
AbstractIn this paper I discuss why the right of access to the socioeconomically dominant symbolic resource, English, is a fundamental language right of Hong Kong children. I also discuss why current English curricular design and practices do not provide such access and how they can be changed in order to provide Hong Kong children with access to an English education that is compatible with their native culture (Jordan, 1985). In a culturally compatible curriculum, emphasis is placed on affirming and capitalizing on what children bring to the classroom: their indigenous linguistic, discourse, and cultural resources. It aims at building on and expanding the child's existing resources to bridge the gap between her/his native resources and the socioeconomically important language of the society. I also propose some directions for future research and curricular development that researchers, teachers, and teacher-educators can take in the context of Hong Kong in order to develop a culturally compatible English curriculum that will deny neither the Cantonese child's rightful linguistic and cultural identities and resources nor her/his right to have access to English.
Persistent Identifierhttp://hdl.handle.net/10722/146526
ISSN

 

DC FieldValueLanguage
dc.contributor.authorLin, AMY-
dc.date.accessioned2012-04-25T02:03:54Z-
dc.date.available2012-04-25T02:03:54Z-
dc.date.issued1997-
dc.identifier.citationHong Kong Journal of Applied Linguistics, 1997, v. 2 n. 2, p. 23-48-
dc.identifier.issn1028-4435-
dc.identifier.urihttp://hdl.handle.net/10722/146526-
dc.description.abstractIn this paper I discuss why the right of access to the socioeconomically dominant symbolic resource, English, is a fundamental language right of Hong Kong children. I also discuss why current English curricular design and practices do not provide such access and how they can be changed in order to provide Hong Kong children with access to an English education that is compatible with their native culture (Jordan, 1985). In a culturally compatible curriculum, emphasis is placed on affirming and capitalizing on what children bring to the classroom: their indigenous linguistic, discourse, and cultural resources. It aims at building on and expanding the child's existing resources to bridge the gap between her/his native resources and the socioeconomically important language of the society. I also propose some directions for future research and curricular development that researchers, teachers, and teacher-educators can take in the context of Hong Kong in order to develop a culturally compatible English curriculum that will deny neither the Cantonese child's rightful linguistic and cultural identities and resources nor her/his right to have access to English.-
dc.languageeng-
dc.publisherUniversity of Hong Kong, English Centre. The Journal's web site is located at http://ec.hku.hk/hkjal-
dc.relation.ispartofHong Kong Journal of Applied Linguistics-
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.titleHong Kong children's rights to a culturally compatible English educationen_US
dc.typeArticleen_US
dc.identifier.emailLin, AMY: angellin@hku.hk-
dc.description.naturepostprint-
dc.identifier.volume2-
dc.identifier.issue2-
dc.identifier.spage23-
dc.identifier.epage48-
dc.publisher.placeHong Kong-

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