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 教與學
  • FE 教學語文、雙 / 多語教學、雙語問題、雙語分流教學計劃、語言混雜及轉換
• Q 教育體系與各級學校
  • QB 小學前之教育、育兒設施、母嬰保健設施

• Hong Kong

• 1997.7 onwards

• 小學教育

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).

• 英文

章節

• 9789811366529

• 10.1007/978-981-13-6653-6_4

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

2019-11-01