Teaching Chinese as a second language to ethnic minority learners in Hong Kong

Abstract

This chapter provides an overview of the background and challenges in teaching Chinese to ethnic minority students in Hong Kong, and a critical review of the widespread misconceptions of Chinese as a Second Language (CSL) policies and practices for ethnic minorities. The last decade has witnessed a surge of research publication and policy attention aimed at supporting ethnic minority students in their learning of the Chinese language. Non-government organizations such as Hong Kong Unison and Oxfam Hong Kong have also actively participated in discussions on policy legislation for upskilling ethnic minority students with Chinese language knowledge. Academics, language teachers, policymakers, news media, and individual researchers have all participated in the discussion of how to support ethnic minorities in the study of Chinese. Ethnic minority students in Chinese language classrooms are often referred to as ‘Non-Chinese Speaking’ (NCS) students.