Racialization and English Learning: The Experiences of Nepali Secondary School Students in Hong Kong

Autor/inn/en	Gong, Yang; Thapa, Chura Bahadur; Gao, Xuesong
Titel	Racialization and English Learning: The Experiences of Nepali Secondary School Students in Hong Kong
Quelle	In: Current Issues in Language Planning, 24 (2023) 5, S.554-572 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gong, Yang)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1466-4208
DOI	10.1080/14664208.2022.2153398
Schlagwörter	Secondary School Students; English (Second Language); Second Language Learning; Native Language; Foreign Countries; Student Attitudes; Language Attitudes; Second Language Instruction; Race; Racism; Self Concept; Postcolonialism; Language Minorities; Educational Resources; Minority Group Students; Immigrants; Foreign Students; Hong Kong; Nepal + Suchen Sie Ihr Suchwort? Sekundarschüler; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Ausland; Schülerverhalten; Sprachverhalten; Fremdsprachenunterricht; Rasse; Abstammung; Rassismus; Selbstkonzept; Post colonialism; Postkolonialismus; Sprachminderheit; Bildungsmittel; Immigrant; Immigrantin; Immigranten; Hongkong
Abstract	This paper reports on an inquiry that explored how a group of Nepali secondary school students discursively reconstructed and interpreted their English learning in Hong Kong. In the study we collected data from 30 participants through participatory observation, in-depth unstructured interview and taking field notes in two secondary schools. The analysis of the data revealed that the participants generally interpreted learning English as an essential means to construct the racial images they identified with, and otherwise resist being racialized in and outside school. The findings suggest that the participants tended to construct English as their mother tongue with an anti-racist stance. These findings offer insights into the role of racialization in language learners' learning of English and their pursuit of desirable identities in postcolonial contexts like Hong Kong. They also imply the need to design and adopt an appropriate pedagogy to redress the inequitable distribution of educational resources for minority language learners. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01