Pre-service English teachers’ perceptions of newly arrived children from Mainland China

Abstract

The research reported here investigated pre-service English language teachers’ perceptions of newly arrived immigrant children from Mainland China in Hong Kong. Seventeen participants, who had at least 10 weeks of experience working with these immigrant children during teaching practicum, participated in focus group discussions and shared their perceptions. The data analysis revealed that the participants widely perceived these children as deficit and consider them a serious professional challenge. Further examination of the data helped reveal media, life and teaching practicum experiences with immigrant children as crucial sources that contributed to the formation of these perceptions. The findings call for teacher education programmes to involve pre-service teachers in critical engagement with the mass media and their own experiences so that they can address the deficit model applied by teachers to immigrant children.