Ideology, identity and linguistic repertoires among South Asian students in Hong Kong

Fleming, Kara

doi:10.5353/th_b5689270

Cited by 4 publications

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“…In fact, existing research on non-ethnically Chinese working class youth in Hong Kong shows that socioeconomic stratification shapes greatly these students' socio-institutional paths, socio-emotional experiences and senses of belonging (Erni & Leung 2014;Fleming 2015;Soto 2016), making necessary from research accounts of individuals (and groups) that go beyond those that obscure the complexity of reflexivity and of social change. Under these circumstances, we call in this article for an approach to reflexivity which heavily draws on long-standing research in the language disciplines that stems from pioneering contributions from philosophy of language (Austin 1962), linguistic anthropology (Hymes 1974;Silverstein 1976), conversation analysis (Sacks, Schegloff & Jefferson 1974), interactional sociolinguistics (Gumperz 1982;Rampton 1995), microsociology (Goffman 1981), communication studies (Bakhtin 1986) and critical sociolinguistics (Heller 2002;Martín-Rojo 2010;Duchêne, Moyer & Roberts 2013).…”

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confidence: 99%

Reflexive language and ethnic minority activism in Hong Kong

Pérez‐Milans¹,

Soto

2016

AILA

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This article engages with Archer’s call to further research on reflexivity and social change under conditions of late modernity (2007, 2010, 2012) from the perspective of existing work on reflexive discourse in the language disciplines (Silverstein 1976, Lucy 1993). Drawing from a linguistic ethnography of the networked trajectories of a group of working-class South Asian youth in Hong Kong (Pérez-Milans & Soto 2014), we analyze the trajectory of Sita, a Hong Kong-born young female with Nepali background. In her trajectory, performative acts of ethnic minority-based activism emerge as key in the enactment of a given set of values, stances, types of persona and situated forms of alignment/disalignment. That is to say, Sita’s enactment of activism is seen in this article as tied to a discourse register (Agha 2007: 147). As such, ‘talking/doing activism’ is inter-textually linked to a speech chain network of a group of secondary school students, teachers, researchers and community-based minority activists engaged with Sita in various interrelated projects for social empowerment. Analysis of interview transcripts, online chats and multimodal artifacts shows the extent to which the coordinated formation of this discourse register proved useful in providing Sita with relevant cultural capital (Bourdieu 1986) with which she shaped her own academic trajectory, from a low-prestige government-subsidized secondary school to an elite international college. Data also point towards the need for further engagement with recent invitations to re-imagining identity and social action under current conditions of diversification (Blommaert 2013).

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Section: Introductionmentioning

confidence: 99%

Reflexive language and ethnic minority activism in Hong Kong

Pérez‐Milans¹,

Soto

2016

AILA

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Challenges of Teaching Chinese in Multilingual Contexts

Wang

2018

Multilingualism and Translanguaging in Chinese Language Classrooms

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Translanguaging as a social justice strategy: the case of teaching Chinese to ethnic minority students in Hong Kong

Wang

2022

Asia Pacific Educ. Rev.

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For the past two decades, a significant number of ethnic minority students from diverse racial, cultural, linguistic, and religious backgrounds have entered Chinese language classrooms in Hong Kong for the first time. Simultaneously, Chinese language teachers have come under criticism for their lack of understanding of diversity and their failure to integrate ethnic minority students academically and socially. However, there is little research on how these teachers can transform their educational beliefs, teaching techniques, and attitudes toward diversity and inclusion to respond effectively to the drastic changes taking place in their professional work. This study examines how a group of Chinese language teachers employed translanguaging as a social justice strategy to address the challenges of teaching minority students in a monolingual and assimilative educational setting in Hong Kong. Classroom observations show that teachers enacted a translanguaging stance, using students’ familiar semiotic resources to make their teaching more inclusive and equitable for ethnic minority students from low socioeconomic and religious backgrounds. Teachers reported becoming more aware of diversity in the classroom as well as of the social inequalities and racial discrimination outside of school. The study shows that criticism has been unfairly levied on Chinese language teachers in Hong Kong, who should not be held responsible for the social problems hindering ethnic minorities’ social mobility. Research should include a decolonial perspective to legitimize translanguaging as a social justice strategy for more transformative praxis in the education sector in postcolonial Hong Kong.

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Ideology, identity and linguistic repertoires among South Asian students in Hong Kong

Cited by 4 publications

References 0 publications

Reflexive language and ethnic minority activism in Hong Kong

Reflexive language and ethnic minority activism in Hong Kong

Challenges of Teaching Chinese in Multilingual Contexts

Translanguaging as a social justice strategy: the case of teaching Chinese to ethnic minority students in Hong Kong

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