摘要：
Viewing family as a ‘contact zone’ where social actors bring their experiences, their stakes and agendas, and their cultural and linguistic differences (Pratt, 1991), this study aims to a) investigate how members of the migrant families with South Asian backgrounds practice their own agency in making and implementing FLP; b) present a nexus of migration, power, language and capital in FLP implementation; and c) address the influences of the changing educational context on FLP and provide the synchronic analysis of multiple factors. The findings suggest that South Asian families face difficulty in maintaining their children’s heritage language literacy, and that the families’ limited access to information and educational resources disadvantage their children in terms of Chinese and English learning, educational opportunities and socialization. The socio-historical and processed perspective enables an investigation incorporating the timeline and space to present the multi-layered influences and intergenerational change. This study has implications for a) how to assist migrant parents to better prepare their children for educational success and bi-acculturation; b) policy makers to develop feasible language and education policy; and c) government discussions on resource allocation for programmes promoting interculturalism and diversity in society.
主讲人介绍：
谷明樾
GU Mingyue Michelle is an Associate Professor and Associate Dean (Research & Postgraduate Studies) in Faculty of Humanities at the Education University of Hong Kong. Her research interests include internationalization in higher education, language policy and planning, family language policy, multilingualism and mobility, discourse theory and analysis, and teacher professional development. She has published widely in the above fields with over 40 articles in journals such as Applied Linguistics, Higher Education, British Educational Research Journal, Language Teaching Research, Ethnic and Racial Studies, Journal of Migration and Ethnic Studies, Journal of Pragmatics, International Journal of Bilingual Education and Bilingualism, Journal of Multilingual and Multicultural Development, Computer-assisted Language Learning and so on. She received the Research Excellence Award in 2017 and Young Researcher Award in 2015 at the Chinese University of Hong Kong. She is currently the co-editor of Critical Inquiry in Language Studies, and co-editor of the Book Series of Critical Perspectives on Language, Mobility and International Education, Bloomsbury Publishing.
