本研究旨在分享兩位小學教師試行「浸入式」教學策略的經驗，探討他們運用「浸入式」教學策略對非華語學生學習中文的成效，並了解教師和學生對「浸入式」教學的意見。這是個案研究，研究對象是香港一所小學兩班小學一年級（共四十七位）非華語學生和兩位中文科教師。本研究採用「定質」和「定量」的研究方法，包括：問卷、訪談、前測和後測。研究發現教師運用了「浸入式」教學策略有助提升學生的中文的成績。教師認為有效的浸入式教學策略是：「善用實用的主題單元」、「教師語言的妙用」及「浸入式的閱讀」。學生則喜愛實用的主題、從遊戲中學習中文和組織學習檔案等學生活動。
[Copyright © 2016 香港教師中心.]

對粵港澳普通話教程是面對廣東, 廣西, 香港, 澳門以及海外粵語背景人士編寫的普通話口語教材. 本教材適用於大, 中學普通話課程教學, 也適用於其他普通話課程教學或自學.

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.

This study set out to use phenomenography as a theoretical framework to investigate teaching in classrooms, focusing on how the same object of learning was enacted differently in different teaching activities. We observed in person teaching activities intended to teach children to recognize Chinese characters (i.e. the object of learning) in Hong Kong preschools. Classroom observational data such as the delivery of the teaching activities and the conversation between teacher and children were used as the main data source. Three categories of teaching activities were identified from the data, which correspondingly reflected three ways of seeing the recognition of characters: (A) recognition as matching items, (B) recognition as imitating behaviors, and (C) recognition as constructing meanings. The results of this study were useful for fostering the professional learning of preschool teachers in practical ways. As teacher educators, we were particularly interested in the learning of teachers; thereby in the study we chose to investigate teaching from the perspective of learning to teach. We assumed that the ways teachers acted in enacting the object of learning reflected how they saw the object of learning. We hope to foster more discussion and in turn contribute to the methodology of phenomenography.

The enactment of the revised School Places Allocation Systems at the compulsory stage in 2004 had the aim of desegregating Hong Kong's non-Chinese linguistic minority (NCLM) students by including them into ethnic Chinese-dominated mainstream primary and secondary schools. Because of the presumed cause-consequence relationship between desegregated school participation and academic achievement, in specific second language Chinese (CSL) acquisition, the challenges that such students face in participating in mainstream education and learning Chinese, no doubt, deserve to be examined. This qualitative study conducted in-depth interviews with 18 secondary students of South Asian/Southeast Asian minority backgrounds enrolled in mainstream schools. Drawing on both cultural and institutional paradigms of explanation for educational achievement, we argue that the reasons inhibiting the minority students' academic involvement are not simply their linguistic challenges but also the institutional constraints in the mainstream education system unique to this population. This study calls for a shift in school desegregation arrangement from one focusing narrowly on physical desegregation to a more comprehensive set of policies that embrace the institutional factors including teacher expectation, resource availability, and bilingual support, crucial to reduce racial differences in achievement.

This chapter adopts a cultural perspective to report on a study of teaching and learning early Chinese literacy for young children in one Hong Kong kindergarten. Instead of viewing literacy education as a neutral and standardised cultural process across Chinese speaking communities, I draw on a Sinophone perspective and post-colonialism to investigate how the linguistic dissonance and cultural hybridity of Hong Kong influences teaching practices in one local kindergarten.
[Copyright © 2017 Springer Science+Business Media Singapore.]