1. Where is the GAP in Chinese Language learning and teaching for NCSS in HK? Dr. Rizwan Ullah 12/7/2013 Email: rizwanullah@deliagroup.edu.hk Education, Ethnicity and Inequality Symposium 2013

2. Checklist for NCSS’ Issues Language policy in Hong Kong for Non-Chinese Speaking Students (NCSS) in government and subsidized schools MOI (Medium of Instructions)- Fine tuning policy and parental aspiration Designated Schools VS Non-designated schools House in mess: Chinese Language education for NCSS Mismatch between the learning curriculum & assessment syllabus Disadvantaged terms of learning of Chinese for NCSS Pigeonization Syndrome Fewer Ethnic Minorities (EMs) in tertiary education & Little opportunities for further Chinese learning Employment difficulties and job dissatisfaction among EM youths

3. Background of my doctoral study Based on my doctoral study “A critical review on the provision of Chinese language education for NCSS in Hong Kong” Completed in 2012 Personal Motivation

4. Research Questions

5. Research Method

6. Participants

7. Gaps at Teacher's Level Gap 1: Dilemma in Central Chinese Curriculum Framework (CCCF) and the Supplementary Chinese Curriculum Guide (SCG)

10. Gaps at Teacher's Level Gap 2: The deficiencies in the SCG

11. Gaps at Teacher's Level Gap 3: Confused multiple exit assessments

13. Gaps at Teacher's Level Gap 4: Concerns on teachers’ Language Teacher Education Competence (LTEC)& Language Teacher Competence (LTC)

15. Gaps at Students’ Level Gap 1: Late access and lower rating of Chinese language literacy in their language repertoire

16. Gaps at Students’ Level Gap 2: Lower Chinese language Utilization Pattern

17. Gaps at Students’ Level Gap 3: Chinese language Competence Fallacy

18. Gaps at Students’ Level Gap 4: Poor interface between the primary and secondary school-based Chinese curriculum

19. Gaps at Students’ Level Gap 5: Unfavorable conditions for NCSS to learn Chinese

22. Recommendation 1 Enhancement of the existing SCG

23. Recommendation 2 Provision of an alternative local Chinese assessment for NCSS

24. Recommendation 3 Chinese learning opportunities for graduated NCSS cohorts

25. Recommendation 4 Exploring NCSS Chinese textbooks market and direct EDB support to secondary schools

26. Recommendation 5 Establishing benchmark for NCSS teachers

27. Recommendation 6 Establishing a strong and direct rapport with the parents

28. Recommendation 7 Surveying market needs