Tang Sze Hang 11423881

Research proposal

Narrowed topic

Identity of Cantonese-speaking university students

Research Gap

Gu and Han (2021) studied family language policy and planning in Hong Kong ethnic

minority homes. The study provides helpful insights into family language practices, but

Cantonese-speaking university students' experiences need to be studied more. The focus on

family language dynamics ignores how these regulations and practices affect Cantonese-

speaking college students' language use and identity negotiation. Lee (2020) analyzes how

teachers' sociolinguistic backgrounds affect school language planning. The study shows how

instructors affect language education. The impact of these activities on Cantonese-speaking

higher education students' language learning and identity formation has yet to be discovered.

Hansen Edwards (2020) also analyzes the politics of language identity in Hong Kong and

the complex relationship between language policy, cultural identity, and sociopolitical processes.

The study's limitation is that it focuses on Cantonese-speaking university students. The study

provides helpful insights into language dynamics, but it needs to explain how these dynamics

affect Cantonese-speaking students' identity negotiation and language use in higher education.

Sung's (2020) study examines mainland Chinese university students' Cantonese language
learning in Hong Kong. Although mainland Chinese students face challenges, little is known

about how Cantonese-speaking students from different linguistic backgrounds manage their

identities and language acquisition in higher education.

Pun et al. (2022) study how Hong Kong non-Chinese English-speaking ethnic minority

university students learn Cantonese. The study highlights the diversity of languages spoken by

students but does not address Cantonese-speaking students' identities and language learning in

higher education. Gu (2021) studies how multilingual migrant university students form identities.

While providing useful insights on language and identity negotiation, more research is needed on

Cantonese university students in Hong Kong.

Zuo (2023) studies the development of the linguistic identity of a mainland Chinese

undergraduate student in Hong Kong. However, the focus on mainland Chinese students ignores

Cantonese-speaking students from varied linguistic backgrounds in higher education. Yim's

(2020) study examines code-switching and Cantonese-English bilinguals' identities. Existing

research on language behaviors and identity negotiation among bilingual speakers needs more

information on Cantonese-speaking university students.

Scope of Study

This study will concentrate on 30 Cantonese-speaking Education University of Hong

Kong students. The purpose is to study how language regulations affect identity and multilingual

language use. By focusing on Cantonese-speaking higher education students, the study examines

the complex relationship between language, culture, and identity. The study uses in-depth

interviews, questionnaires, and language practice analysis to identify the unique linguistic and

cultural challenges these students face at university.

 The study also defines linguistic identity to help Cantonese students comprehend identity

negotiation. This involves studying how language policies, cultural norms, and individual

viewpoints affect students' self-perception and university community belonging. This study aims

to shed light on Cantonese-speaking university students' experiences and add to the current body

of research on how academic contexts affect language use and identity formation.

Literature support

Hansen Edwards (2020) examines Hong Kong's complex language policy and cultural

identity link. He shows how regional language choices impact individual and community

identities. Edwards stresses the importance of researchers personally engaging with Cantonese

college students, especially in immersive situations. The author notes that existing literature

often needs to appreciate this group's linguistic challenges and identity-building fully. Edwards's

work encourages researchers to analyze Cantonese-speaking students' multilingual language and

cultural contexts. Edwards illuminates the complex relationship between language policy and

cultural identity among Cantonese college students.

Lee (2020) discusses how school language planning affects language instruction. Lee's

research on how teachers' origins affect their teaching techniques illuminates language policies'

sociocultural context. Lee's research illuminates’ language teachers' duties. However, it

emphasizes the need for more research on the complex relationship between linguistic policies,

sociocultural factors, and Cantonese-speaking university students' language use, particularly in

higher education. Lee's examination of instructors' language teaching backgrounds illuminates

how linguistic settings affect language education.

 Gu and Han (2021) examine how language impacts identity in Hong Kong ethnic

minority homes. As societal conventions change swiftly, Cantonese speakers struggle to maintain

their language identities. Gu and Han found that language policy, family language practices, and

identity development are connected. Because of this, understanding how language institutions

and norms affect language use and self-image is crucial. Their study reveals how Hong Kong's

linguistic and historical context affects Cantonese college students' learning needs. Gu and Han

investigate how ethnic minority households preserve their language. Their study demonstrates

that multilingual collegiate Cantonese speakers manage identity and language use.

Sung (2020) examines college students hailing from mainland Hong Kong. This study

examines the process of identifying and acquiring Cantonese language proficiency among

persons who are studying in a foreign country. Sung's research reveals that college-aged

Cantonese students from mainland China encounter distinct challenges when confronted with

multicultural environments as they grapple with the acquisition of a new language and the

exploration of their own identities. Sung identified challenges faced by college students in Hong

Kong who speak Cantonese, which are mostly related to language and identity.

Pun et al. (2022) investigated the language acquisition process of Cantonese among Hong

Kong ethnic minority university students who are fluent in English but not in Chinese. They

emphasize the varied linguistic and educational backgrounds of this group. The study highlights

the significance of acknowledging the linguistic diversity among Cantonese college students and

customizing language instruction accordingly. Pun et al. emphasize the difficulties faced by non-

Chinese ethnic minority students in learning Cantonese. This study examines the educational

challenges faced by various student groups in relation to multilingualism.

 Gu's (2021) study investigates the methodologies employed by college students who are

immigrants and speak many languages. This study examines how young adults who talk to

Cantonese in college manage their identities by using language. Gu investigates the impact of

linguistic and social elements on the language use and identity crises of Hong Kong migrant

students to gain insight into the process of self-discovery. Gu's research on migrant students

sheds light on the distinct language and cultural encounters of Cantonese college students.

Zuo's (2023) study on language acquisition and self-discovery among mainland

undergraduates in Hong Kong provides fresh insights into these topics in international

classrooms. Zuo's research examines the challenges faced by college students from Cantonese-

speaking backgrounds in terms of their identity formation and language usage patterns. The

approach emphasizes the impact of social, cultural, and educational factors on language and

identity. Zuo's study examines the language identity and difficulties faced by Cantonese-speaking

college students in multiethnic settings based on research conducted on a mainland student in

Hong Kong.

Yim's 2020 doctoral dissertation examines Cantonese-English speakers' code-switching,

attitudes, and self-image. The report describes Cantonese college students' identity issues and

language practices—Yim's investigations illuminate Cantonese-English speakers' complex

relationships between language, attitudes, and self-perception. Language choices affect a

person's identity and affiliation. Yim's research on Cantonese-English bilinguals' attitudes and

behaviors helps explain college students' language use and identity negotiation.

Research questions
 1. How do Cantonese-speaking students at The Education University of Hong Kong handle

their language identities in diverse settings?

2. What links exist between language attitudes, proficiency, and belonging among

Cantonese-speaking students?

3. How do the experiences of Cantonese-speaking students at The Education University of

Hong Kong differ from other linguistic groups regarding language policy and identity?

Methodology

A mixed-methods strategy, including qualitative and quantitative data collecting and

analysis, will fill knowledge gaps. We will initially poll 30 first-year Chinese Language and

Literature students at the Education University of Hong Kong. This group was selected because

they have a strong academic understanding of language issues and can provide light on language

and identity transformation. Their opinions can also illuminate language policy and university

student self-perception.

This poll will examine how people use language, how they view language conditions, and

how language choices shape their identities. The poll questions are based on studies showing

how significant language choice and identity perceptions are in multilingual contexts, notably at

The HKEdU. Semi-structured interviews will be conducted alongside the poll to learn more

about language and identity. Surveys incorporating interviews are supposed to provide a more

complete picture by gathering more nuanced responses. Semi-structured interviews allow more

detail than polls. Personal language and identity tales are possible.

To find potential relationships between linguistic aspects among Cantonese college

students, this study will use correlation analysis. These include language views, competence, and
belonging. Correlation analysis is used to investigate how these criteria affect university

language identification. The study uses quantitative analysis to explore the complex relationship

between Cantonese college students' linguistic opinions, proficiency, and belonging.

Correlation analysis helps this study illustrate the intricate dynamics that shape

Cantonese college students' linguistic identity. The study will examine the intricate relationship

between linguistic viewpoints, competency levels, and sense of belonging to understand the

intricate relationship between them. It also examines university language use and identity

construction. We use statistical analysis to find patterns, relationships, and subtle insights into

how language identity issues affect Cantonese-speaking college students. The research aims to

illuminate this topic's intricacies.

Research Plan

Literature Review

The research plan entails conducting a comprehensive review of existing literature

concerning the linkage between identity and cultural policy in Hong Kong. This review seeks to

identify knowledge gaps and research gaps to comprehend interplanetary missions better. The

study examines previous research to prepare for investigating identity and cultural policies in

Hong Kong. This will direct future studies to fill gaps and learn more about this topic.

Method

The study will use qualitative research to achieve its goals. The main methods will be

interviews and focus groups with Cantonese speakers from different cultures. This research

method lets us examine how cultural policy in Hong Kong affects participants' language and self-
image. Personal interviews are used to perform the study. We want detailed information

regarding how cultural policy and identities affect people's lives and worldviews.

Data Collection

Our data will include language usage, rule enforcement, expression preferences, and

language group formation. This study collects Cantonese-speaking Hong Kongers' linguistic

identity and cultural policy views from interviews and surveys. Using data from multiple

sources, it seeks to understand language policy identity development difficulties.

Data Analysis

Thematic or discourse analysis will reveal language law-related identity patterns, topics,

and discourse approaches after data collection. Themes and patterns will be identified by

rigorous analysis of participant narratives and replies. Hong Kong scientists are rigorously

studying how language laws affect Cantonese speakers' identities. This study examines how

language laws create identities within a geopolitical context.

Results and Discussion

The analysis's results and the impact of language policies on Cantonese-speaking

students' identities will be discussed. Based on our findings, this section will examine how

language laws, cultural policies, and self-discovery relate. The study's conclusions help teachers

and language policymakers better reflect Hong Kong's language and culture in policies and

practices.

Conclusion
 The study will conclude by evaluating its main findings and analyzing their relevance to

cultural policy and Hong Kong identity studies. Theoretical, practical, and policy ramifications

and future research will be discussed. The study's shortcomings and future research will be

addressed. The conclusion will contextualize the study's findings using academic identity,

culture, and language policy. Thus, this region will be better prepared for research.
 References

Gu, M. (2021). Identity construction and scale making of migrant university students in

multilingual settings: a scalar analysis. International Journal of Bilingual Education and

Bilingualism, 24(3), 357-372.

Gu, M. M., & Han, Y. (2021). Exploring family language policy and planning among ethnic

minority families in Hong Kong: Through a socio-historical and processed lens. Current

Issues in Language Planning, 22(4), 466-486.

Hansen Edwards, J. G. (2020). Borders and bridges: The politics of language identity in Hong

Kong. Journal of Asian Pacific Communication, 30(1-2), 115-138.

Lee, D. H. L. (2020). Teacher sociolinguistic backgrounds: a multilinguistic domain approach to

understand teacher agency and language planning outcomes. Current Issues in Language

Planning, 21(5), 490-511.

Pun, J., Yu, Q. J., Sicuan, T. K., Macaraeg, M. A. G., & Cia, J. M. P. (2022). An exploratory

study of Cantonese learning strategies amongst non-Chinese English-speaking ethnic

minority university students in Hong Kong. Frontiers in Psychology, 13, 910603.

Sung, C. C. M. (2020). Cantonese learning, investments, and identities: Mainland Chinese

university students' experiences during cross-border studies in Hong Kong. Learning,

Culture and Social Interaction, 26, 100415.

Yim, O. (2020). Code-switching, attitudes, and identity among Cantonese-English

bilinguals (Doctoral dissertation, Université d'Ottawa/University of Ottawa).

Zuo, S. (2023). Exploring a Mainland Chinese Undergraduate’s Linguistic Identity Trajectory in

Hong Kong. Journal of Education and Development, 7(2), 52.

Appendix