There is about 17,000 kindergarteners (i.e. young kids aged 3 to 6 years old) learning Chinese as a second language (CSL) in Hong Kong (HK). Previous research shows that these children’s Chinese language (CL) ability is at least 3 years behind their native Chinese counterparts while encountering difficulties in learning. It is also a challenge for the teachers to cater for such huge learning diversity, as HK kindergartens (for 3- to 6-year-olds) mainly use the theme-based approach without deliberate consideration of CL curriculum (HKEDB, 2006). Without professional training in CSL teaching, teachers have little knowledge of how to provide these students with adequate support. The present study aims to examine the possibility and effectiveness of implementing a CSL curriculum for CSL students, and how well it works with the existing theme-based curriculum. “Dynamic Enrichment Learning Mode” (DELM) was developed and implemented in six kindergartens with 131 CSL learners. This CSL-focused DELM was designed based on the Second Language Acquisition (Krashen, 1982) and CL orthographic (Leong et al., 2011) theories and comprises the following: (1) tailor-made individual (one 30-minute session every fortnight) and group (two 30-minute sessions every week) enrichment learning activities; (2) using both CSL and mainstream theme-based curricula; (3) authentic learning materials (e.g., picture books and specially written children’s songs based on the learning objectives of each unit); (4) diversified learning activities (e.g., interactive language games, matching games, free writing games etc.). CSL students learn together during the enrichment activities, and then return to their ordinary classes to learn with their native Chinese classmates to benefit from both the CSL and theme-based curricula. This enables them to immerse in a safe, comfortable environment with rich target language input while not having to separate from their Chinese counterparts. Quasi-experiments,

Schools are one of the major agents of socialisation in society along with the family, community, mass media and peer group. One of the important functions or purpose of education and schooling is to equip learners to live and work effectively in an ever-changing and evolving society. As new and growing challenges emerge which need to be met, such as concerns about environmental issues including destruction of the environment, global warming and an expanding carbon footprint, schools are one of the key agents of socialisation in society which seek to bring about changes in behaviour into more desirable directions. This chapter reports on the results of a research study that examined whether the schooling provided in Hong Kong has been successful in actually getting learners to modify their behaviour in ways and directions which are likely to successfully promote improvements to the environment and sustainable development. The results show that although there was a perceived increase in knowledge of the selected environmental issues, with regard to behaviour changes, 29.4–50.6% of students believed that their environmental behaviour had not changed. The chapter then examines pedagogies that can be successful in changing students’ behaviour and argues that to increase effectiveness of environmental studies, particular types of learning should occur, including discovery learning, systems thinking-based learning, critical thinking-based learning, interdisciplinary learning, problem-based learning and participatory/collaborative learning. Teachers should provide an opportunity to engage students in pro-environmental activities and address values that are going beyond an economic imperative.