A phenomenographic study about the learning and teaching of Chinese characters to non-Chinese speaking preschool children

A phenomenographic study about the learning and teaching of Chinese characters to non-Chinese speaking preschool children

• Ng, Po Kuen Emmy The Hong Kong Institute of Education

• G Curriculum, Teaching & Learning: Specific Disciplines
  • GA Chinese Language
    • GAD Teaching Methods of Reading Comprehension & Their Outcomes, Vocabulary Teaching
• N Students & Student Services
  • NO Minorities & Immigrant Students

Phenomenographic Learning and Teaching Chinese Characters Preschool Children

• Hong Kong

• 1997.7 onwards

• Pre-Primary Education

Children are expected to read and write Chinese character before they reach their formal schooling in Hong Kong. The 4 to 6 years old children, *non-Chinese speaking (NCS) and native Chinese speaking children are given similar Chinese writing exercise in the preschools. Nevertheless NCS children are still affected by the differences between their mother language and Chinese. NCS children are more likely to encounter difficulties in writing and reading Chinese. According to the past research reports, the NCS students in Hong Kong who enter a mainstream primary school (Chinese medium instruction), their levels of literacy in Chinese tends to remain at a low level, and they are unable to keep up with local Chinese classmates. The aim of the study is to focus on how NCS children who are 5 to 6 years old learn Chinese characters in a realist classroom setting. The study will be conducted in three Chinese preschools in Hong Kong and investigate the teaching and learning of Chinese characters in five classroom settings using with a phenomenographic approach.

Paper presented at The EARLI SIG 9 conference 2014: Disciplinary Knowledge and Necessary Conditions of Learning, University of Oxford, Oxford, United Kingdom.

• English

Conference Papers

https://bibliography.lib.eduhk.hk/en/bibs/7c90564e

2017-05-02