Hong Kong preschool teachers’ utilization of culturally responsive teaching to teach Chinese to ethnic minority students: A qualitative exploration

Hong Kong preschool teachers’ utilization of culturally responsive teaching to teach Chinese to ethnic minority students: A qualitative exploration

• Ng, Sau Man Catalina The Education University of Hong Kong
• Chai, Wenyu The Education University of Hong Kong
• Chan, Sing Pui Tikky The Education University of Hong Kong
• Chung, Kevin Kien Hoa The Education University of Hong Kong

Asia Pacific Journal of Education, 2021

Routledge

2021

• G Curriculum, Teaching & Learning: Specific Disciplines
  • GA Chinese Language
• N Students & Student Services
  • NO Minorities & Immigrant Students

Culturally Responsive Teaching Teacher Expectation Ethnic Minority Children Hong Kong Kindergartens Learning Chinese

• Hong Kong

• 1997.7 onwards

• Pre-Primary Education

The way culturally responsive teaching is employed in school settings in non-Western contexts is unclear. The question of how to teach Chinese effectively to ethnic minority (EM) children in Hong Kong has recently attracted much attention because their generally low level of Chinese language proficiency hinders their education and social integration. This study investigated teachers’ competence in utilizing culturally responsive teaching to teach Chinese to EM children in kindergartens. Focus group interviews were conducted with 43 teachers from 20 kindergartens. The results showed that teachers from kindergartens with a high concentration of EM children were more competent in adapting their teaching methods to cater for EM children’s learning styles and educational needs. However, teachers from low concentration kindergartens were less competent in incorporating multicultural elements in curriculum design and teaching materials. They demonstrated a more monocultural mindset in teaching Chinese to EM children. Teachers from high concentration kindergartens developed a better understanding of EM cultures, were more caring and had higher expectations of EM children. Implications for teacher education, school level and policy were discussed. Copyright © 2021 National Institute of Education, Singapore.

• English

Journal Articles

• 02188791

• 10.1080/02188791.2021.1873102

https://bibliography.lib.eduhk.hk/en/bibs/d4e1816f

2021-06-15