Translanguaging as a social justice strategy: the case of teaching Chinese to ethnic minority students in Hong Kong

Abstract For the past two decades, a significant number of ethnic minority students from diverse racial, cultural, linguistic, and religious backgrounds have entered Chinese language classrooms in Hong Kong for first time. Simultaneously, teachers come under criticism their lack understanding diversity failure to integrate academically socially. However, there is little research on how these can transform educational beliefs, teaching techniques, attitudes toward inclusion respond effectively drastic changes taking place professional work. This study examines group employed translanguaging as social justice strategy address challenges monolingual assimilative setting Kong. Classroom observations show that enacted stance, using students’ familiar semiotic resources make more inclusive equitable low socioeconomic backgrounds. Teachers reported becoming aware classroom well inequalities racial discrimination outside school. The shows has been unfairly levied Kong, who should not be held responsible problems hindering minorities’ mobility. Research include decolonial perspective legitimize transformative praxis education sector postcolonial