Building preschool teachers' capacity for teaching Chinese to ethnic minority children in Hong Kong: A qualitative study

Building preschool teachers' capacity for teaching Chinese to ethnic minority children in Hong Kong: A qualitative study

• Ng, Sau Man Catalina The Education University of Hong Kong
• Chai, Wenyu The Education University of Hong Kong
• Fok, Hung Kit The Education University of Hong Kong
• To-Chan, Sing Pui Tikky The Education University of Hong Kong
• Lam, Ho Cheong The Education University of Hong Kong
• Chung, Kevin Kien Hoa The Education University of Hong Kong

Journal of Early Childhood Teacher Education, 2019

Routledge

2019

• G Curriculum, Teaching & Learning: Specific Disciplines
  • GA Chinese Language
• P Social Context of Education
  • PH Minorities & Education, Racial & Ethnic Factors

• Hong Kong

• 1997.7 onwards

• Pre-Primary Education

Teaching Chinese to second language learners is a challenge for preschool teachers in Hong Kong so effective teacher professional development programmes are urgently needed to enhance their knowledge and skills. An Integrative Model Teacher Professional Development Programme which incorporates three theoretical underpinnings (i.e., culturally responsive teaching, meaningful and pleasurable learning, and effective teaching of Chinese as a second language) is designed to equip preschool teachers with knowledge, skills, and awareness in teaching Chinese to ethnic minority students. Through qualitative interviews with 15 in-service preschool teachers who joined the Programme, teachers' perceptions and changes in three theoretical areas of teaching Chinese to ethnic minority students were explored. Particularly, teachers increased their awareness of ethnic minority cultures, developed empathy with ethnic minority children and their families, gained knowledge of implementing culturally responsive teaching and meaningful and pleasurable learning of Chinese. The role of teacher sharing in effective professional development was highlighted. Copyright © 2019 National Association of Early Childhood Teacher Educators.

• English

Journal Articles

• 10901027

• 10.1080/10901027.2019.1638852

https://bibliography.lib.eduhk.hk/en/bibs/1a45e561

2020-02-04