Ethnic minority students learning Chinese as a second or foreign language: Obstacles and opportunities

Abstract

This paper reports on a case study that examines the challenges ethnic minority (EM) students face when learning Chinese, a compulsory subject in Hong Kong mainstream schools, as their second or foreign language. Previous studies have identified five main factors limiting EM students’ scholastic attainment: linguistic issues, government policies, school practices, their own psychological barrier and parental involvement. However, do EM students in Hong Kong face similar challenges? To what extent are they and their parents given enough support in their language development? Data is collected through questionnaires and semi-structured interviews with the EM student-participants and their parents, and is coded using thematic analysis with inter-rater reliability ensured. Findings suggest three major interrelated challenges, namely (1) difference in the language system between Chinese and EMs’ mother tongue, (2) lack of flexibility in the assessment system, and (3) parents’ perceived helplessness. Results indicate that EM parents with more established social networks and easier access to educational technologies have a more positive impact on their children’s Chinese learning. The study also sheds light on possible modifications to existing policies and practices advocated by the government, education department, assessment authority, schools and teacher education institutions. Pedagogical implications on ways of enhancing equitable learning opportunities to EM students globally are also discussed.