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Chinese Literacy Development: Key To Ethnic Minority Groups’ Integration And Social Mobility In Multilingual Hong Kong, Joanne Chuk, David C. S. Li Jul 2013

Chinese Literacy Development: Key To Ethnic Minority Groups’ Integration And Social Mobility In Multilingual Hong Kong, Joanne Chuk, David C. S. Li

Department of Education Studies Conference Paper

The language policy in postcolonial Hong Kong is characterized by biliteracy and trilingualism, according much greater significance to the Chinese language (Standard Written Chinese, Cantonese and Mandarin/Putonghua). South Asian pupils need to learn Chinese, which is difficult due to linguistic and sociolinguistic factors. Cantonese and Putonghua are typologically distant from their respective ethnic languages (e.g. Bahasa Indonesia, Filipino, Hindi, Urdu, and Nepali). Standard written Chinese adopts a non‐alphabetic script. Few South Asian parents have Chinese literacy; home support for learning Chinese is negligible. Support within the education system is wanting. The government pursues essentially an integrationist policy ...


Middle School Teachers & National Educational Policies: How Racialization Rationalizes Disempowerment Of Immigrant/Migrant/Foreign Students In Japanese Public Schools, Kelly J. King Jul 2013

Middle School Teachers & National Educational Policies: How Racialization Rationalizes Disempowerment Of Immigrant/Migrant/Foreign Students In Japanese Public Schools, Kelly J. King

Department of Education Studies Conference Paper

nationals and highlights the ways public school teachers engage in and disrupt racialization of immigrant/migrant/foreign children. Racialization will be defined and the presenter will highlight how racialization allows ‘common sense’ views of certain groups of students to be created and recreated and how these views impact educational opportunities of immigrant/migrant/ foreign students in Japan. The data presented was collected in 2009 through surveys, interviews with teachers and class observations. Middle school teachers were chosen because of their positioning within the Japanese educational system. Currently, in order to enter most public high schools, students are required to pass ...