Second language literacy instruction for pre-primary learners in Hong Kong: Using stories, songs, and games

Second language literacy instruction for pre-primary learners in Hong Kong: Using stories, songs, and games

English literacy instruction for Chinese speakers

• Ng, Mei Lee The Education University of Hong Kong

• Reynolds, B. L.
• Teng, M. F.

Singapore

Palgrave Macmillan

2019

• F Learning & Teaching
  • FE Medium of Instruction, Language of Teaching, Bi-& Multilingual Education, Problems of Bilingualism, Code-mixing & Code-switching
• Q Philosophy of Education, Educational System & School At Different Levels
  • QB Pre-school Education, Child Caring Facilities, Maternal & Infantile Health Facilities

• Hong Kong

• 1997.7 onwards

• Primary Education

The global trend of learning English as an L2 in the early years is identifiable in Hong Kong. Cognitively immature pre-primary learners face the dual challenges of coping with formal learning in low L2 exposure contexts. This chapter argues for a specific approach that better fits the learning characteristics and abilities of pre-primary learners who learn an L2 differently from that of older learners. The approach recommends the use of informal instructional strategies like using quality stories together with rich vocabulary activities in the form of games and songs for vocabulary learning and phonological awareness which are essential building blocks for L2 literacy skills. Evidence-based examples from research are cited to show their effect on very young learners’ motivation and interest in learning an L2. Copyright © 2019 The Author(s).

• English

Book Chapters

• 9789811366529

• 10.1007/978-981-13-6653-6_4

https://bibliography.lib.eduhk.hk/bibs/664deab2

2019-11-01