Chinese language learning and identity of ethnic minority students in Hong Kong : multiple case study of Pakistani and Filipino elementary students = Zhong wen xue xi yu shen fen ren tong : Xianggang Ba yi ji Fei yi xiao xue sheng duo ge an yan jiu

Abstract

This thesis addresses a research gap in Chinese language learning (CLL) and teaching for South Asian (SA) students in Hong Kong (HK), arising from a lack of attention towards difficulties these students face in CLL, owing to perceived differences between identities stemming from different communities. From a macro level, this study first traces developments in HK’s education system pertaining to CLL for SA students with qualitative analyses of approximately 1,500 policy and media documents, and 22 interviews with education professionals and NGO officers, revealing a lack of regard towards the effects that perceptions of identity may have on CLL. Seeking to explore the relations between identity perceptions and the learning of Chinese as a second language in HK, this study bases its analysis on a pool of 11 informants (SA primary school students, 6 Pakistanis and 5 Filipinos) yielding 213 interviews with the informants and classmates, family members, and teachers; 2 days of shadowing; 32 classroom observation sessions and 114 pieces of school assignments and documents. Results of the study demonstrate that some schools treat the informants as HK citizens who ought to learn Chinese like natural-born HK citizens, overlooking their difficulties in comprehending and accepting Chinese language and culture. Other schools follow treat the informants as ethnic minorities, presuming their inability to learn Chinese, either providing little support for them to participate in Chinese language activities, or exempting them from such participation altogether. On a familial level, the findings show that all the informants’ parents consider themselves HK citizens, while only 4 recognize the importance of learning Chinese and think learning Chinese helps their children to make friends, study, or work in HK. The others assume that English is more important than Chinese, or prioritize their ethnic identity and the learning of their own language. On an individual level, it is commonly assumed that the listening and speaking competencies of non-Chinese students are better than their reading and writing competencies. However, the findings suggest that the informants prefer listening and writing to speaking and reading. When listening, one can play the role of silent audience, protecting one’s identities and position, while in writing, one can take on the role of author, writing freely to express one’s identities and opinions using what one has learnt in Chinese. In speaking, however one may be afraid of revealing an accent, or of lacking the language command to respond immediately, while in reading, one may be relegated to the role of passive reader, and unfamiliar Chinese lexicon in the reading material, combined with a Chinese-centric standpoint, may amplify difference between identities. Conceptually, the findings show that informants with the highest levels of Chinese competencies perform Chinese language identities using their own non-Chinese identities. In conclusion, there is insufficient consideration for the identities of SA students in relation to CLL in HK. This study suggests leveraging upon the acquired knowledge of the SA students when designing the Chinese curriculum, in order to respect the students’ ethnic identities, and to avoid overemphasizing differences between identities.

(500 words)