How Hong Kong’s Chinese and ethnic minority children can boost mutual language skills
I am writing in response to the article titled “What happens when Hong Kong’s ethnic minority students are separated at school from ethnic Chinese children?” (May 7).
It seems that ethnic minority residents of Hong Kong are not only being treated unfairly in the workplace, but also do not receive enough support to learn Chinese, which further limits their social mobility.
Also, since teachers lack resources and instructional materials, many kindergartens do little to promote multicultural interaction between children, and thus non-native speakers find it difficult to learn the Chinese language.
I believe the government should provide not only more funding for kindergartens to support Chinese lessons for children from the minority groups, but also expert instructions for teachers on helping non-Chinese-speakers learn the language.
Indeed, the people at large can also help ethnic minority children learn Chinese, to integrate better into society and improve their social mobility.
Chinese parents should not avoid getting their children admitted to kindergartens with minority pupils. Because this is one of the main reasons that kindergartens avoid accepting pupils from the ethnic minority groups. Such discrimination may only worsen the language gap.
In fact, Chinese children can learn English from ethnic minority students while trying to communicate with them. So it can be beneficial to both sides.
Isaac Yue, Tseung Kwan O