Research on teaching linguistically and culturally diverse students in Hong Kong SAR, China and Mainland China

This chapter provides a meta-analysis of research on lingo-cultural diversity in Hong Kong and Mainland China, focusing on how to better accommodate ethnic minority (EM) or non-Chinese-speaking (NCS) students in Chinese language curricula. Most studies in this area are theoretical, relying on literature reviews and meta-analyses, with limited empirical research, especially longitudinal or cross-sectional studies. The concept of “diversity” varies, with speakers of languages similar to Chinese having an advantage in learning the language. The chapter discusses recommendations from researchers on improving the design of Chinese language programmes, teaching strategies, and assessments for linguistically and culturally diverse students. It also emphasizes the need for Chinese language education to move beyond basic language training by fostering intercultural competencies among teachers. The chapter calls for more empirical research at the classroom level to better support diverse student populations and enhance teachers’ ability to address cultural differences in language education. Copyright © 2025 selection and editorial matter, Timo Ehmke and John Chi-Kin Lee; individual chapters, the contributors.