Challenges and Solutions in Learning Chinese for Non-Ethnic Chinese Students in Hong Kong

The video explores the challenges faced by non-Chinese speaking students in Hong Kong, focusing on Chris, a Nepalese student struggling with Cantonese in school. It highlights the impact of language barriers on education and socioeconomic status, critiques past and current educational policies, and discusses the role of family and community support in language learning.

What is the primary language of instruction in Chris's school?

• English

• Cantonese

• Nepali

• Mandarin

Why did Chris's mother find it difficult to get her dream job?

• She was overqualified for the positions.

• She lacked the necessary qualifications.

• She was not proficient in Cantonese.

• She did not have enough work experience.

What is the main goal of the charity IBEL?

• To promote cultural exchange programs.

• To offer English language classes to ethnic Chinese students.

• To raise Chinese proficiency among non-ethnic Chinese students.

• To provide financial aid to non-ethnic Chinese families.

What was the purpose of the 'designated schools' policy?

• To provide vocational training.

• To offer bilingual education.

• To serve as models for teaching non-ethnic Chinese students.

• To segregate non-ethnic Chinese students.

What was a major criticism of the 'designated schools' policy?

• It focused too much on English.

• It enforced de facto racial segregation.

• It did not include enough students.

• It was too expensive.

What change did the Delia group of schools implement in their curriculum?

• They reduced the number of students per class.

• They introduced more sports activities.

• They no longer separate pupils based on fluency.

• They started teaching all subjects in English.

According to Frankie Wong, what is a key difference between the new and old curriculum?

• The old curriculum was more challenging.

• The old curriculum had more extracurricular activities.

• The new curriculum integrates students regardless of fluency.

• The new curriculum focuses on English.

What does William During believe is necessary for non-ethnic Chinese students to achieve fluency in Cantonese?

• More hours of Cantonese instruction in school.

• Learning from friends and social interactions.

• Attending private language classes.

• Using advanced language learning software.

What is a common issue faced by non-ethnic Chinese students when they leave school?

• They face discrimination.

• They lose interest in learning.

• They have no way to practice Cantonese.

• They forget what they learned.

What does Chris's mother believe would have helped her children learn Chinese faster?

• Starting tuition earlier.

• Participating in more extracurricular activities.

• Attending an English-medium school.

• Using more advanced textbooks.