Pre-primary education and Chinese language acquisition of ethnic minority students in Hong Kong: a multidisciplinary critical evaluation

Abstract

Purpose This review study focuses on the framework for pre-primary education and language acquisition for non-Chinese-speaking students (NCS students) from ethnic minority families (EM families) in Hong Kong. Design/methodology/approach This paper adopts a multidisciplinary perspective that involves both assessing the broader governing framework and researching their specific needs. In its overview of the significant changes made in recent years and an exploration of the gaps in the framework, with reference to other jurisdictions, along with input from developmental psychology as it relates to the issues faced by NCS students. Findings This study contributes to the literature on how to shape further policies and reforms to optimize learning of NCS children in Hong Kong from a young age. This helps NCS students and families achieve their right to education and equal opportunities and schools to cater the needs of these students and families, which is essential to providing an enriched learning environment for our children regardless of their ethnicity. Originality/value This study uses multidisciplinary approach to study pre-primary education and Chinese language acquisition of ethnic minority students in Hong Kong.

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