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Article: Bilingualism or Linguistic Segregation1? Symbolic Domination, Resistance and Code Switching in Hong Kong Schools

TitleBilingualism or Linguistic Segregation1? Symbolic Domination, Resistance and Code Switching in Hong Kong Schools
Authors
Issue Date1996
PublisherPergamon. The Journal's web site is located at http://www.elsevier.com/locate/linged
Citation
Linguistics And Education, 1996, v. 8 n. 1, p. 49-84 How to Cite?
AbstractThe historical and socioeconomic context out of which classroom code switching has arisen in Hong Kong is examined. Empirical analyses of actual instances of classroom code switching in Hong Kong secondary schools are presented, and the social, cultural, and educational functions of classroom code switching are discussed. Classroom code switching is found to be the teachers' and students' local pragmatic response to the symbolic domination of English in Hong Kong, where many students with limited English capital struggle to acquire an English-medium education because of its socioeconomic value. The theoretical justification and the social consequences of the linguistic streaming policy adopted by the Hong Kong government since September 1994 are also examined. The article concludes with a cost-benefit analysis of the English-dominated educational system in Hong Kong.
Persistent Identifierhttp://hdl.handle.net/10722/92387
ISSN
2015 Impact Factor: 0.077
2015 SCImago Journal Rankings: 0.669
References

 

DC FieldValueLanguage
dc.contributor.authorLin, AMYen_HK
dc.date.accessioned2010-09-17T10:44:37Z-
dc.date.available2010-09-17T10:44:37Z-
dc.date.issued1996en_HK
dc.identifier.citationLinguistics And Education, 1996, v. 8 n. 1, p. 49-84en_HK
dc.identifier.issn0898-5898en_HK
dc.identifier.urihttp://hdl.handle.net/10722/92387-
dc.description.abstractThe historical and socioeconomic context out of which classroom code switching has arisen in Hong Kong is examined. Empirical analyses of actual instances of classroom code switching in Hong Kong secondary schools are presented, and the social, cultural, and educational functions of classroom code switching are discussed. Classroom code switching is found to be the teachers' and students' local pragmatic response to the symbolic domination of English in Hong Kong, where many students with limited English capital struggle to acquire an English-medium education because of its socioeconomic value. The theoretical justification and the social consequences of the linguistic streaming policy adopted by the Hong Kong government since September 1994 are also examined. The article concludes with a cost-benefit analysis of the English-dominated educational system in Hong Kong.en_HK
dc.languageengen_HK
dc.publisherPergamon. The Journal's web site is located at http://www.elsevier.com/locate/lingeden_HK
dc.relation.ispartofLinguistics and Educationen_HK
dc.titleBilingualism or Linguistic Segregation1? Symbolic Domination, Resistance and Code Switching in Hong Kong Schoolsen_HK
dc.typeArticleen_HK
dc.identifier.emailLin, AMY: angellin@hku.hken_HK
dc.identifier.authorityLin, AMY=rp01355en_HK
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1016/S0898-5898(96)90006-6en_HK
dc.identifier.scopuseid_2-s2.0-0040696774en_HK
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-0040696774&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume8en_HK
dc.identifier.issue1en_HK
dc.identifier.spage49en_HK
dc.identifier.epage84en_HK
dc.publisher.placeUnited Kingdomen_HK
dc.identifier.scopusauthoridLin, AMY=7402060858en_HK

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