Chinese language provision for ethnolinguistic minorities in Hong Kong primary and secondary schools: policy, practice, and phenomenology by Tsang, SCS

“…Informed by findings of a systematic review carried out as part of the present study, and the Douglas Fir Group’s (2016) call for a transdisciplinary framework encompassing the micro, meso, and macro levels of additional language learning in a given milieu, a multi-dimensional, mixed-methods design was adopted to problematise CAL provision for ethnolinguistic minority students with CAL needs as the focal language policy and planning (LPP) phenomenon in post-1997 Hong Kong, as well as to particularise local realities with a cross-section of CAL instructional spaces and key participants therein.…”