Teaching Students from Other Cultures: An Exploration of Language Teachers’ Experiences with Ethnic Minority Students

TL;DR: In this article, a qualitative study investigating a group of novice ESL teachers' teaching experiences with ethnic minority students in secondary schools in Hong Kong was conducted, and it was found that the accented English spoken by minority students was devalued and delegitimized, which may disempower them in educational settings and prevent them from expressing and defending their ideas.

Abstract: This article reports on a qualitative study investigating a group of novice ESL teachers’ teaching experiences with ethnic minority students in secondary schools in Hong Kong. It finds that, while teachers argue that society has not been tolerant enough of ethnic minorities, they nonetheless believe that ethnic minorities should comply with societal expectations in order to gain respect and more opportunities. In passing judgement on ethnic minority students’ learning style and life attitudes, and in urging that they be changed, the teachers have, perhaps unconsciously, perpetuated and reified underlying societal stereotypes. It is found that the accented English spoken by ethnic minority students has been devalued and delegitimized, which may disempower them in educational settings and prevent them from expressing and defending their ideas. Implications for education pre-service and novice ESL teachers working with ethnically diverse students are discussed.