Heritage and identity: Ethnic minority students from South Asia in Hong Kong

Linguistics and Education - Tập 24 - Trang 131-141 - 2013
Mingyue (Michelle) Gu1, John Patkin2
1The Department of Curriculum and Instruction, The Chinese University of Hong Kong, Shatin, Hong Kong
2The Department of Linguistics and Modern Languages, The Hong Kong Institute of Education, Shatin, Hong Kong

Tài liệu tham khảo

Baker, 1996 Becker, 1998 Bhabha, 1996, Culture's in-between, 53 Blackledge, 2008, Contesting ‘language’ as ‘heritage’: Negotiation of identities in late modernity, Applied Linguistics, 29, 533, 10.1093/applin/amn024 Bolton, 2000, Futures for Hong Kong, World Englishes, 19, 429, 10.1111/1467-971X.00191 Bourdieu, 1991 Boxer, 2008, Discourse and second language learning, Vol. 3, 305 Cashman, 2008, Accomplishing marginalization in bilingual interaction: Relational work as a resource for the intersubjective construction of identity, Multilingua, 27, 129, 10.1515/MULTI.2008.007 Census and Statistics Department, 2007 2007 Cheminais, 2001 Chong, S. (2004). A critical perspective of culturally diverse children in the changing school population in Hong Kong (Doctoral thesis). The University of Toronto. Cincotta-Segi, 2011, “The Big Ones Swallow the Small Ones”. Or Do They? Language-in-education policy and ethnic minority education in the Lao PDR, Journal of Multilingual and Multicultural Development, 32, 1, 10.1080/01434632.2010.527343 Creese, 2010, Translanguaging in the bilingual classroom: A pedagogy for learning and teaching, The Modern Language Journal, 94, 103, 10.1111/j.1540-4781.2009.00986.x Creese, 2011, Separate and flexible bilingualism in complementary schools: Multiple language practices in interrelationship, Journal of Pragmatics, 43, 1196, 10.1016/j.pragma.2010.10.006 Cummins, 1989 Cummins, 2000 Cummins, 2001 Davison, 2007, Competing identities, common issues: Teaching (in) Putonghua, Language Policy, 6, 119, 10.1007/s10993-006-9038-z Dentier, 1997 Dong, 2009, ‘Isn’t it enough to be a Chinese speaker’: Language ideology and migrant identity construction in a public primary school in Beijing, Language and Communication, 29, 115, 10.1016/j.langcom.2009.01.002 Dong, 2009, Space, scale and accents: Constructing migrant identity in Beijing, Multilingua, 28, 1, 10.1515/mult.2009.001 Francis, 2009, Language as capital, or language as identity? Chinese complementary school pupils’ perspectives on the purposes and benefits of complementary schools, British Educational Research Journal, 35, 519, 10.1080/01411920802044586 Gkaintartzi, 2011, “She is a very good child but she doesn’t speak”: The invisibility of children's bilingualism and teacher ideology, Journal of Pragmatics, 43, 588, 10.1016/j.pragma.2010.09.014 Greenfield, 2010, ‘When I hear Afrikaans in the classroom and never my language, I get rebellious’: Linguistic apartheid in South African higher education, Language and Education, 24, 517, 10.1080/09500782.2010.502969 Gu, 2011, Language choice and identity construction in peer interactions: An insight from a multilingual university in Hong Kong, Journal of Multilingual and Multicultural Development, 32, 17, 10.1080/01434632.2010.532876 Gu, 2011, Cross-border pre-service teachers in Hong Kong: ‘To be or not to be integrated, that is the problem’, Journal of Education for Teaching, 37, 139, 10.1080/02607476.2011.558265 Gu, 2012, Space, scale and languages: Identity construction of cross-boundary students in a multilingual university in Hong Kong, Language and Education, 26, 501, 10.1080/09500782.2012.663553 He, 2003 He, 2010, Exile pedagogy: Teaching and living in-between, 1029 He, 2008, Immigrant students’ experience of curriculum, 219 Heung, 2006, Recognizing the emotional and behavioral needs of ethnic minority students in Hong Kong, Preventing School Failure, 50, 29, 10.3200/PSFL.50.2.29-36 Ho, 1999 Howard, 2003 Hue, 2008, Cross-cultural experiences of immigrant students from mainland China in Hong Kong secondary schools, Ethnography and Education, 3, 229, 10.1080/17457820802305469 Hue, 2010, Educational planning for school guidance: Teachers’ narratives of the diverse needs of ethnic minority students in Hong Kong secondary schools, Educational Planning, 19, 34 Josselson, 2007, The ethical attitude in narrative research: Principles and practicalities, 537 Kirkpatrick, 2008, One country, two systems, three languages: A proposal for teaching Cantonese, Putonghua and English in Hong Kong's schools, Asian Englishes, 11, 32, 10.1080/13488678.2008.10801234 Ku, 2005 Li, 2009, Towards ‘biliteracy and trilingualism’ in Hong Kong (SAR): Problems, dilemmas and stakeholders’ views, AILA Review, 22, 72, 10.1075/aila.22.06li Li, 2011, Moment analysis and translanguaging space: Discursive construction of identities by multilingual Chinese youth in Britain, Journal of Pragmatics, 43, 1222, 10.1016/j.pragma.2010.07.035 Li, 2009, Polite Chinese children revisited: Creativity and the use of codeswitching in the Chinese complementary school classroom, International Journal of Bilingual Education and Bilingualism, 12, 193, 10.1080/13670050802153210 Loper, 2004 MacGregor-Mendoza, 1998, The criminalization of Spanish in the United States, 55 2007 Martin, 2010, ‘They have lost their identity but not gained a British one’: Non-traditional multilingual students in higher education in the United Kingdom, Language and Education, 24, 9, 10.1080/09500780903194028 Nieto, 2000 Palys, 1997 Pavlenko, 2007, Autobiographic narratives as data in applied linguistics, Applied Linguistics, 28, 163, 10.1093/applin/amm008 Peckham, 2003, The politics of heritage and public culture, 639 Phillion, 2002 Phillion, 2008, Multicultural and cross-cultural narrative inquiry into understanding immigrant students’ educational experience in Hong Kong, Compare: A Journal of Comparative and International Education, 38, 281, 10.1080/03057920802066568 Rassool, 1999, Flexible identities: Exploring race and gender issues among a group of immigrant pupils in an inner-city comprehensive school, British Journal of Sociology of Education, 20, 23, 10.1080/01425699995470 Ruiz-de-Velasco, 2000 Rutter, 1994 Salili, 2001 Silverman, 2001 Smith, 2006 Song, 2010, Language ideology and identity in transnational space: Globalization, migration, and bilingualism among Korean families in the USA, International Journal of Bilingual Education and Bilingualism, 13, 23, 10.1080/13670050902748778 Toohey, 2000 Williams, 2008, Brought-along identities and the dynamics of ideology: Accomplishing bivalent stances in a multilingual interaction, Multilingua, 27, 37, 10.1515/MULTI.2008.003 Zhou, 2006, Community forces, social capital and educational achievement: The case of supplementary education in the Chinese and Korean communities, Harvard Educational Review, 76, 1, 10.17763/haer.76.1.u08t548554882477 Zhou, 2003, Ethnic language schools and the development of supplementary education in the immigrant Chinese community in the United States, 57