Cultural Identity, Language Policy, and Educational Access: A Cross-cultural Competition between the UK and Hong Kong
Résumé
The paper aims to examine the process of accessing education through cultural identity and language policy by making a competition of two distinct regions, Hong Kong and the United Kingdom. It uses a systematic literature review to evaluate the factors and understand the effectiveness of language policy in driving educational outcomes and establishing cultural identity. The paper collected relevant journals through different electronic databases like Emerald Insight, Wiley Online Library, Science Direct (Elsevier), SAGE Journals, and Scopus. A PRISMA method was applied for proper screening of 3175 literature and identified the most relevant ten journals from the last five years. Secondary information was collected and it is represented in a tabular form to know the ideologies of diverse authors. The results draw a thematic analysis to categories ideas to know the outcome of language policies, role of education in building cultural identity with evaluating the interplay of education and society by focusing on the UK and Hong Kong. Language policies and cultural identity strongly affect the educational access in the two countries. The study has limitations for regarding quantitative information and the knowledge gained from participants. A future study should focus on mixed methods with taking different language journals for improved ideas. The paper explained the use of language policy and its outcome in education and preserving cultural values. In diverse settings, both the UK and Hong Kong are focused on building an inclusive environment to value diverse cultures. The paper contributes a deep idea in knowing the impact of cultural identify and language policies to access education.