Multicultural Children's Garden Efficient Teaching of Chinese : Theory and Practice
Non-Chinese speaking kindergarteners in Hong Kong are usually faced with huge diffi- culties in learning Chinese attributing to inadaquacy of resources, teaching materials, and experiences by kindergartens and their teachers. Desegregation between Chinese speaking and Non-Chinese speaking had been strongly advocated by the Equal Opportunities Commission for years, however, some new issues were created even with the best intention. To solve the above problem, the Hong Kong Jockey Club Charities Trust and institutions in collabo- ration designed intervention programmes, embedded with large scale research, in supporting non-Chinese speaking preschool education. Among the many intervention programmes, this study focused language learning theories and effective teaching. Research methods included on-site observation, video recording of lessons, interviews with principals and teachers, and children assessment of their language learning. aracters, the Liu shu and the Shuo wen chich tzu, and orthographic standardization. Language development of non-Chinese speaking kin- dergarteners was tracked longitudinally in each of their pre-school years that composed of four language assessments. Significant improvement of language learning results was ob- served during the three years, which proved the effects of learning theories and teaching practices. This study also consolidated ten language learning theories for the purpose of integration of Chinese speaking and non-Chinese speaking in the same classroom. Practical exemplars were also included. Educators could make ready use of them with minimum resources. This study aimed to share our theories as well as results of our practices with academics and practioners.
Key words : Effective Teaching, NCS preschoolers learning Chinese as a second language, Language learning theories, Practical exemplars
Authors who publish with this journal agree to the following terms: View copyright