This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via HighWire Citing Articles via Google Scholar Google Scholar Articles by Berry, R. S. Y. Articles by Williams, M. Search for Related Content Social Bookmarking                   What's this?

In at the Deep End

Difficulties Experienced by Hong Kong Chinese ESL Learners at an Independent School in the United Kingdom

Hong Kong Institute of Education

Marion Williams

University of Exeter

This study investigated the difficulties encountered by a group of Hong Kong Chinese learners studying in an educational environment where English was used as the first language. Although language was widely perceived as a problem for these learners, the findings of the study showed that social, cultural, and affective aspects were also a cause of problems for the learners. These aspects were often interrelated and linked to the linguistic problems of the learners. Some implications are presented regarding ways to help raise the awareness in schools of the difficulties experienced by this particular group of ESL learners.

Key Words: bilingualism • second language acquisition • difficulties • social and cultural identity • affective factor

CiteULike    Connotea    Del.icio.us    Digg    Reddit    Technorati    What's this?

This article has been cited by other articles:

				S. C. Wright and L. R. Tropp Language and Intergroup Contact: Investigating the Impact of Bilingual Instruction on Children's Intergroup Attitudes Group Processes Intergroup Relations, July 1, 2005; 8(3): 309 - 328. [Abstract] [PDF]