Article abstract

Journal of Educational Research and Reviews
Research Article | Published January 2019 | Volume 7, Issue 1, pp. 1-9.
 doi: https://doi.org/10.33495/jerr_v7i1.18.129

 

Stepping into writing mystery: What are the Chinese writing difficulties of the South Asian ethnic minority students in Hong Kong?

 

 

 

Mark Shiu-kee Shum1*
Shi Dan2
Xian-han Huang1
Chung-pui Tai1

 Email Author

 

  1. Faculty of Education, The University of Hong Kong, Hong Kong.

  2. School of English, University of Nottingham Ningbo, China.

 

 

 

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 Citation: Shum MS, Dan S, Huang X, Tai C (2019). Stepping into writing mystery: What are the Chinese writing difficulties of the South Asian ethnic minority students in Hong Kong?. J. Edu. Res. Rev. 7(1): 1-9.
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 Abstract 

 

Chinese language, with its heightened status in Hong Kong, holds a key for South Asians with low socio-economic status to obtain upward mobility (Shum et al., 2011). However, South Asian ethnic minority students as a disadvantaged group of second language learners, lack efficient pedagogical support in Chinese language learning in Hong Kong. The study aims to understand the Chinese writing difficulties of these students in order to prepare them for targeted pedagogic interventions for better Chinese language acquisition. Based on the students’ pre-tests and interview data, genre-based “Reading to Learn, Learning to Write” (R2L) assessment criteria were used to evaluate and identify the deficiencies in the students’ writings. The finding lays a solid foundation for teaching that would be specific to the needs of language learning of South Asian ethnic minority students in Hong Kong.

 

Keywords  Chinese writing   difficulties   assessment   ethnic minority  

 

 

Copyright © 2019 Author(s) retain the copyright of this article.

This article is published under the terms of the Creative Commons Attribution License 4.0



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