This article explores how ethnic minority students in Hong Kong secondary schools discursively construct their identities in relation to culture, heritage, and social discourse. It finds that the ethnic minority students negotiate their identities within multiple positioning from parents, school, and the broader social discourse on minority languages and cultures. It also finds that they construct contradictory language ideologies when attempting to legitimate their heritage languages and to illegitimate the status of Chinese in the social context. The findings indicate that the participants tend to establish an essentialized cultural difference between their heritage culture and host culture. It argues that fixed and stereotyped views towards language practices and culture may lead to antagonistic relations between the ethnic minority students and locals, and become obstacles to their socialization and integration into the mainstream community. The implications for establishing a flexible and relational view on cultural differences and language use are explored. Copyright © 2017 National Institute of Education, Singapore.
CitationGu, M. M., Mak, B., & Qu, X. (2017). Ethnic minority students from South Asia in Hong Kong: Language ideologies and discursive identity construction. Asia Pacific Journal of Education, 37(3), 360-374. doi: 10.1080/02188791.2017.1296814
- Ethnic minority students
- Hong Kong