Second language (L2) teaching and learning is mediated by imagined community involving positioning learners themselves or being positioned by others in possible worlds. This research explores how Chinese language subject teachers in Hong Kong imagine the possible memberships of the communities in which South Asian learners will participate, and how the imagination makes a difference to their pedagogies and classroom practice. Through classroom observations and interviews with 14 secondary school teachers, research findings illustrate that the teachers treat South Asian learners as legitimate ethnic minorities in Hong Kong, while labeling them as illegitimate Chinese language users and second-class citizens in the host society. This imagination, while reflecting the subordinate position South Asians occupy, has an impact upon the teachers’ pedagogies and classroom practice, which are oriented to the instruction of basic language knowledge, albeit being sensible of South Asian culture and customs. The research results suggest that imagining L2 learners as multilingual individuals and legitimate L2 users is a necessary condition to break the structural constraints on L2 acquisition.
2022. Bangla and the identity of the heritage language teacher. Educational Linguistics 1:1 ► pp. 152 ff.
Arat, Gizem, Andrew P. Hoang, Lucy P. Jordan & Paul W. C. Wong
2016. A systematic review of studies on ethnic minority youth development in Hong Kong: an application of the ecological framework. China Journal of Social Work 9:3 ► pp. 218 ff.
Golzar, Jawad, Mir Abdullah Miri & Mostafa Nazari
2022. English language teacher professional identity aesthetic depiction: an arts-based study from Afghanistan. Professional Development in Education► pp. 1 ff.
Li, David C. S.
2017. Meeting South Asian Hongkongers’ Needs for Chinese Literacy. In Multilingual Hong Kong: Languages, Literacies and Identities [Multilingual Education, 19], ► pp. 241 ff.
Li, David C.S. & Joanne Y.P. Chuk
2015. South Asian students' needs for Cantonese and written Chinese in Hong Kong: a linguistic study. International Journal of Multilingualism 12:2 ► pp. 210 ff.
Lin, Shiang-Yi, Catalina Sau Man Ng, Kevin Kien Hoa Chung & Sing Pui To-Chan
2023. Teachers’ changed perceptions of pupils’ motivation for learning through professional development: the moderating role of classroom ethnic composition. Journal of Education for Teaching 49:3 ► pp. 475 ff.
Patterson, Allie Spencer
2020. Freelance language teachers: Negotiating authenticity and legitimacy at the periphery. TESOL Journal 11:2
Shum, Mark, Fang Gao & Wing Wah Ki
2016. School desegregation in Hong Kong: non-Chinese linguistic minority students' challenges to learning Chinese in mainstream schools. Asia Pacific Journal of Education 36:4 ► pp. 533 ff.
Teng, Feng
2017. Imagined Community, Identity, and Teaching Chinese as a Second Language to Foreign Students in China. Frontiers of Education in China 12:4 ► pp. 490 ff.
Vinther, Jane & Gordon Slethaug
2015. Perception and Identity for Non-Native Speakers of English in an English-Medium University Environment. In Transcultural Interaction and Linguistic Diversity in Higher Education, ► pp. 234 ff.
Wang, Danping
2023. Translanguaging as a social justice strategy: the case of teaching Chinese to ethnic minority students in Hong Kong. Asia Pacific Education Review 24:3 ► pp. 473 ff.
Wang, Danping & Linda Tsung
2022. Teaching Chinese to Ethnic Minority Students in Hong Kong: A Systematic Review. Chinese Journal of Applied Linguistics 45:3 ► pp. 375 ff.
This list is based on CrossRef data as of 1 march 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers.
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