Struggling to Thrive: The Impact of Chinese Language Assessments on Social Mobility of Hong Kong Ethnic Minority Youth

• Published in: The Asia-Pacific education researcher Vol. 25; no. 5-6; pp. 763 - 770
• Main Authors: Loh, Elizabeth K. Y., Tam, Loretta C. W.
• Format: Journal Article
• Language: English
• Published: Singapore Springer Singapore 01.12.2016; Springer; Springer Nature B.V
• Subjects: Academic Achievement; Admission Criteria; Chinese; Chinese languages; College Admission; Documentation; Education; Educational Policy; Educational Policy and Politics; Focus Groups; Foreign Countries; International and Comparative Education; International Cooperation; Language Teachers; Learning and Instruction; Mandarin Chinese; Minority & ethnic groups; Minority Groups; Regular Article; Second Language Instruction; Second language learning; Secondary Education; Social Mobility; Sociology of Education; Surveys; Upward mobility; Hong Kong; Hong Kong China; China; Chinese as a second language; Ethnic minority; Forms of capital; Alternative qualifications; Career advancement; Social mobility
• ISSN: 0119-5646; 2243-7908
• DOI: 10.1007/s40299-016-0315-0

The paper explores how the policy of alternative Chinese qualifications policy affects ethnic minorities’ (EM) social mobility, and how such multi-exit assessment framework affects Chinese as a second language learning and teaching in Hong Kong. Chinese language (CL) qualifications other than the Hong Kong Diploma of Secondary Education (HKDSE) have been accepted by the University Grants Committee-funded institutions in Hong Kong as university admission requirements, including General Certificate of Secondary Education, International General Certificate of Secondary Education, and General Certificate of Education. These international qualifications are oftentimes considered lower-level non-equivalents to HKDSE in the job market. Even high achievers in these examinations are criticized by local employers as less-than-competent in workplace Chinese communication. Moreover, civil service jobs traditionally popular among EM require a Level 2 in HKDSE or specific government tests, which “implied” the said alternative qualifications as insufficient for career advancement. CL teachers and EM students are thus torn between the manageable alternative qualifications to improve university admission chances, or the difficult HKDSE examination as well for better career opportunities, which reduce their chance of upward mobility. Through triangulation of interview data from an EM focus group ( N  = 8, all female), relevant surveys, and government documents, the authors argue that EM students’ academic advancement is highly related to their CL proficiency, and alternative qualifications do not necessarily suffice to improve their social mobility. The paper also looks into the policy’s implicated challenges for curriculum planning and design faced by CL teachers, and recommend that policy reviews be carried out based on recent demographic shifts and classroom realities to better equip EM students’ CL proficiency, so as to increase their employability, smoother social integration into Hong Kong society, and to resolve the intergenerational poverty.