Search

This qualitative study investigated the impact of online education on the learning and peer interaction experiences of students from eight universities in Hong Kong over the COVID-19 pandemic in 2020. It employed an expansive and spatial notion of translanguaging to explore the process by which students drew on the affordance of virtual communication environments to communicate, study and develop new identities. The findings suggested (1) the students strategically mobilised manifold multimodal resources to constitute their communicative repertoires that facilitated smooth intercultural communication and academic success; (2) such communicative competence centralized the mediating effect of digital semiotic systems and thus might empower the students with disadvantaged language skills; and (3) through translanguaging acts the students developed a virtually translocal identity with an expanded experience of internationalisation of higher education whereby the increasingly interwoven physical and virtual spaces bring extended social networks, learning resources, and career opportunities. The implications of the findings were discussed. [ABSTRACT FROM AUTHOR]

While English as a medium of instruction (EMI) is becoming a global phenomenon across higher education contexts, little attention has been paid to the instructional experiences of EMI teachers. Informed by a spatial perspective, this study explored how a cohort of Chinese university teachers navigated their EMI instructional settings. Different from the conventional discourse that depicts EMI teachers as deficit due to their being nonnative speakers of English, this study shows that the teachers were able to capitalise on their spatial repertoires for alternative ways of meaning making in their EMI classrooms. Instead of reducing EMI into an English-only space, the findings show that the teachers constructed EMI as three major spaces, including a space for drawing upon local experiences as spatial resources, a space for redefining internationalisation, and a space for translingual pedagogy practice. Through the construction of these spaces, the teachers reclaimed their legitimacy of being EMI teachers. The findings lend further support to refute the monolingual bias in EMI practice and call for attention to how EMI teachers can act as agents in reconstructing EMI instructional settings as spaces for multilingual and multimodal meaning making. [ABSTRACT FROM AUTHOR]

This article seeks to explore intercultural communication among a group of students with diverse linguistic and sociocultural backgrounds in an English-medium transnational university in China, focusing on multilingual students' practices and perceptions of English as a lingua franca (ELF). Informed by an expanded understanding of translanguaging from a spatial perspective, this study explores multilingualism, multimodality, and spatiality in linguistic practices related to ELF in an international education context. Drawing upon multiple data sources including ethnographic observations, interviews facilitated by language portraits, recordings of interactions, and policy documents, findings of the study show that ELF communication was understood and practiced by multilingual students as a translanguaging act based on (partially) shared repertoires and beliefs about language and communication. It is also found that the monolithic and monolingual model of language policy in English-medium higher education ran counter to the students' daily communicative practices and language development needs. Implications are suggested for how international universities can account for translanguaging in fostering linguistic diversity and preparing students for the practical realities of a multilingual world. [ABSTRACT FROM AUTHOR]

This qualitative case study explores the multiple forces driving the development of language ideologies within a multi-generation ethnic Mongolian family in mainland China and its family language policy (FLP) implementation. The findings reflect changes in family members’ language proficiency, ideologies, and practices across generations, per the influence of state education and language policy, the changing national-level socioeconomic and political environment and globalisation. The findings suggest the multiple factors that influence and shape FLP. It is found that conflicts and contradictions exist among family members’ language ideologies, language management and language practices, driven by the dual position of the Mongolian language’s decline (due to its lack of involvement in globalisation) and revival (due to national-level efforts to enhance cohesion). Presenting a nuanced and holistic understanding of FLP, this study relates the Mongolian family’s FLP to wider educational, historical and sociocultural realities. The implications for different stakeholders are discussed. [ABSTRACT FROM AUTHOR]

Drawing on semi-structured interviews with six Chinese migrant families with children aged 12–15 years old, this qualitative study uses a Bourdieusian lens to probe how the historically lived and migration experiences of Chinese internal migrant parents construct their paradoxical beliefs in children's English learning and informs their family language practice. The discursive process of constructing family language policy (FLP) reveals how migrant parents negotiate between changing habitus and the newly acquired capital during migration to Shanghai. Findings indicate that the migrant parents acknowledge the value of English in the linguistic market and hold high expectations and aspirations of their children's English education. However, their historically constructed language ideologies constrain their engagement in children's English learning and hinder their FLP decision-making. The urban field's prevailing social and educational norms of promoting children's learning English as a foreign language to enhance cross-cultural communication and attain academic success has its transformative power, which enables migrant parents to adjust their understanding of English learning and encourages them to facilitate the same for their children at home. The present study proposes a theoretical model to conceptualise the FLP construction in internal migrant families. Implications of the findings for different stakeholders have been discussed. [ABSTRACT FROM AUTHOR]

This qualitative study investigates the process of family language policy and planning among a group of immigrant mothers with south Asian backgrounds in Hong Kong, and explores the underlying cultural, socio-political and ideological reasons. Moving beyond a discrete analysis of family language policy within the home context to incorporate elements of historical time and space, the data analysis shows that family language policy is shaped by individuals' cultural affiliations, future imaginations and their experiences across the contexts of school, community, workplace, host society and home country. Furthermore, broader social and ideological realities also impact individuals, and thereby influence family language policy. The findings suggest that South Asian families may face difficulty in maintaining their children's heritage language literacy, and that the immigrant mothers' lack of local educational experiences and limited knowledge of the Chinese language may disadvantage their children in terms of educational opportunities. Providing an in-depth understanding of bottom-up language practices, language planning and implementation in immigrant home contexts, this study has implications for policy makers in terms of language education and provision. [ABSTRACT FROM AUTHOR]

Social reality is refined and redefined through media. This article explores the representation of discourse of multilingualism in a series of Hong Kong government public service advertisements called Faces of Hong Kong. Given the role of advertisements in social reproduction and the construction of identities and subjectivities, there is scope to explore how public service advertisements that include a subset of advertisement texts, reflect and are governed by market ideologies. This article focuses on the cultural reproduction of differences and identities, and sees the ideology conveyed in public service advertisement as a powerful trope operating across different sociocultural communities. A critical reading of the promotional series suggests that discourses on English as a global language and Hong Kong as a multilingual and multicultural city are strategically co-opted to further neoliberal ideologies. This has implications for policy practices. [ABSTRACT FROM AUTHOR]

This qualitative study investigates the language socialization experiences and identity construction of a group of Chinese students when they interact with their international peers, in a transnational university in China. This study is informed by the recent critical ethnographic sociolinguistics studies (e.g. Blommaert 2010), language socialization (Duff 2007; Schieffelin and Ochs 1986), and the post-structuralist conceptualization of identity (Norton 2000). Drawing on interview and observation data, this study finds an asymmetrical power relationship between Chinese students and their native-English-speaking peers in conversations, which precipitates the separation of the two groups on campus and pushes Chinese students into a vulnerable ESL speaker positioning. This study indicates that the asymmetrical power relationship, in spite of its existence, tends to be hidden under the cloak of intercultural difference and taken as a natural and granted convention. Moreover, the findings suggest that the intercultural communication in this transnational higher education context provides a space for reciprocal language socialization in which the Chinese students are empowered to construct a multilingual Chinese identity, which opens up possibilities to interculturalism. [ABSTRACT FROM AUTHOR]

This qualitative study investigates how migrant students from mainland China attending Hong Kong universities, as scale makers, negotiate and construct new scales and identities by utilizing their sociolinguistic resources, and how their scale making is related to such social categories as history and politics. The findings suggest that (re)scaling practices are beyond hierarchically-ordered indexical regularities, but develop and change as a shifting category, and can be considered a construct that allows for negotiation and creation of meanings. The participants show their agentiveness in defining a translocal space that advocates hybridity to their advantage. It is also found that the participants established new tacit norms and organized their identities with reference to experiences and attitudes local students lacked. Under the force or influence of political, social, economic, and interpersonal factors, rescaling practices were continuously in play, and norms were re-constructed by language users. [ABSTRACT FROM AUTHOR]

This qualitative study explores how migrant mothers strategised to construct new class identities and mobilise between different classed communities, and how the children aligned their linguistic practices with language policy, both at home and at the societal level. Drawing on the individual interviews and focus group, this study finds that, while the mothers actively drew on resources (e.g. social-networking, knowledge of governmental policy and languages) from their emigrational experiences to achieve class mobilisation, a bounded view towards cultures may have influenced the family language policy (FLP), in turn constraining their socialisation into mainstream society and leading to class stabilisation. The mothers were found to draw heavily upon their own migrant and social experiences to set up a restrictive FLP that functionalised the contexts of household, school, community, and society. It is therefore argued that the migrant mothers' linguistic and cultural resources should be valued and suppoort is needed to help them develop a more fluid family language policy that better prepare their children for educational success. The findings suggest the agentive role children play in FLP and this points to more school-parent collaboration, and the necessity of providing more space for children to enact their agency and contribute their ideologies. [ABSTRACT FROM AUTHOR]

Adopting the Bourdieusian concept of capital, this study explores capital transformation and habitus recalibration among professional migrant women in Hong Kong. This study shows the fluidity and plurality of capital conversion within the interplay between gender, power relations, and broader social and neoliberal discourse. The findings indicate that the smooth conversion of different forms of capital requires the resources and capital acquired and accumulated in other places to be locally validated, and that the extent to which linguistic and cultural resources can be validated depends on migrants' social-economic ability, and how they define the boundaries of migration-specific capital. It is also found that classed power relations play a part in constituting networks, which in turn influence habitus recalibration. This study shows the process of capital conversion and new habitus establishment cannot be simply reduced to individual agency, and that wider historical, institutional, social, and political factors play a shaping role. [ABSTRACT FROM AUTHOR]

This qualitative study investigates the language ideology of a groups of Chinese language teachers working in Hong Kong's secondary schools when they teach ethnic minority students. Drawing on interview data, this study reports on how these teachers' language ideologies are in accordance/discordance with dominant discourse, and in what ways their ideologies impact their teaching approach and attitudes towards the students' heritage language and culture. Key findings indicate that instead of promoting homogeneity as a prerequisite for success, the teachers hold a pluralistic language ideology and outline the potential for ethnic minority students to become linguistic and cultural brokers between the heritage communities and mainstream society. An inconsistence was found between the teachers' positive language attitude towards heritage language and their self-distancing from the heritage language learning and use in school contexts. The findings implied that teacher education courses could enable teachers, as active agents, to re-negotiate the separate language ideology of the language policy at the macro level, deconstruct it in classroom settings and develop knowledge and beliefs to challenge and resist the ideologies that sustain the marginalisation of heritage language and culture. [ABSTRACT FROM AUTHOR]

This qualitative inquiry investigates how the experiences of learning and using multiple languages influenced the transformation of self-perceived ethnic identities in a group of tertiary-level Uyghur minority students in the context of internal migration in China. Data analysis showed that the majority of Uyghur participants developed a greater affinity with and attachment to their ethnic group by emphasizing the language differences between Uyghur and the dominant Han in intercultural encountering. However, they gradually probed into the meaning of "being Uyghur" in the receiving community. Participants following mother tongue and Chinese educational paradigms were found to offer contrastive answers to the question "what should be the distinguishing features of being Uyghur?". It was further found that learning English as a third language enabled participants to develop a positive personal ethnic identity by enhancing their understanding of ethnicity and its associations with its constituent elements. We conclude with suggestions for relevant stakeholders. [ABSTRACT FROM AUTHOR]

This article explores how a cohort of tertiary-level Uyghur students contested and negotiated their identities through multilingual practices in the receiving community. Drawing upon interview data from fieldwork, this study indicates that these students experienced essentialist understandings and negative views in the host society. Participants symbolically struggled over the ethnicization process and contested stereotypical images by emphasizing the pure use of their mother language and resisting the use of Putonghua within the Uyghur community. However, the participants did not hold consistent and simplified views towards languages. In the host community, participants negotiated an elite identity as ‘Zhendan Uyghur,’ capitalizing on a repertoire of available resources including Putonghua and even local linguistic resources. Moreover, they developed awareness of and utilized the symbolic value of their ethnic resources, and learned and navigated highly valued Chinese knowledge. Despite the legitimate social positions they negotiated and imagined, due to their primordial community belongingness, minority elites faced potential challenges when translating symbolic resources into economic capital in a neo-liberal economy. Implications drawn from the findings are discussed. [ABSTRACT FROM AUTHOR]

This article reports on a qualitative study investigating a group of novice ESL teachers’ teaching experiences with ethnic minority students in secondary schools in Hong Kong. It finds that, while teachers argue that society has not been tolerant enough of ethnic minorities, they nonetheless believe that ethnic minorities should comply with societal expectations in order to gain respect and more opportunities. In passing judgement on ethnic minority students’ learning style and life attitudes, and in urging that they be changed, the teachers have, perhaps unconsciously, perpetuated and reified underlying societal stereotypes. It is found that the accented English spoken by ethnic minority students has been devalued and delegitimized, which may disempower them in educational settings and prevent them from expressing and defending their ideas. Implications for education pre-service and novice ESL teachers working with ethnically diverse students are discussed. [ABSTRACT FROM PUBLISHER]

This study explores how a group of Uyghur minority students construct their identities in and through English language learning experiences as they move from Xinjiang Uyghur Autonomous Region to study in a prestigious East coastal university in China. The research findings show that the processes of English language learning enable the ethnic minority students to develop multiple yet powerful identities, that is, a situated elite identity constructed as opposed to other Uyghur members and a positive heritage identity negotiated within the academic community, and allow them to imagine multilingual and multicultural memberships for themselves. The favourable identities thus forged are found to facilitate their adaptation to the host community. However, these minority elites are confronted with a series of problems in learning English compared to their Han counterparts, which hinder their socialisation into the society and upward social mobility. Finally, implications for policy-makers, the host institution, and ethnic students are discussed. [ABSTRACT FROM AUTHOR]

This article investigates the complex interplay between religion, gender and marginalization among a group of Pakistani schoolgirls in Hong Kong. It is found that the participants experience multiple marginalization and develop various strategies against disadvantageous positions. It is also found that, while the Pakistani girls attempt to extricate themselves from the gendered practices in their heritage culture and its customs that marginalize and confine women, they simultaneously seek to establish an Islamic or Muslim identity that differentiates them from local girls. It argues that, while mainstream culture has, to a certain extent, released Pakistani girls from the oppression and pressure of religion and customs, they have not been provided sufficient guidance to realize their dreams, making the release temporary and uncertain. The implications of the findings and directions for future research are discussed. [ABSTRACT FROM AUTHOR]

This article explores the ideological complex in a Hong Kong primary school where a large number of immigrant mainland Chinese students study by examining the interview data from teachers and immigrant students. Drawing on the notions of monoglot ideology and misrecognition, this study indicates that disqualifications of some linguistic resources in the emergent repertoire of their students exist in the primary school as a political and social context dominated by particular language ideologies. This study also explores how the language ideologies of the students are constructed and how the students censor their use of the native language through internalisation of the language attitudes held by the teachers. The findings suggest that a flexible language ideology would help the students value their own language resources and construct a new identity in the new hibitus. It is also suggested that the immigrant students can employ the multilingual practices as a symbolic resource rather than as a disadvantage constructed by the institutional ideologies. [ABSTRACT FROM PUBLISHER]