Translanguaging originally referred to a pedagogical practice in bilingual classrooms where languages alternate for both receptive and productive uses (Cen William, 1994). Translanguaging has later been given deeper theoretical meaning; it is theorized as complex, fluid, and multiple discursive meaning making practices in bi/multilingual contexts (García, 2009; García & Li, 2014; García & Lin, 2016). Although translanguaging has been investigated as a pedagogical strategy in bi/multilingual contexts such as content and language integrated learning (CLIL) classrooms where English is used as the medium of instruction (Lin, 2013; Lin & Wu, 2015; Lin & He, 2017), it has remained under-researched in Chinese-as-second-language contexts where translanguaging is practiced to facilitate communication between the Chinese teacher and the non-Chinese speaking (NCS) learners during the teaching of Chinese as a second language (Tse & Loh, 2014). Due to the multilingual and multicultural backgrounds of the NCS learners, especially kindergarten learners who are emerging bilinguals, it is difficult to help (young) NCS learners to acquire the integration of 形 (form), 音 (sound) and 義 (meaning) which are fundamental aspects of the learning of Chinese characters. This research examines the effects of translanguaging in CSL classrooms of kindergarten NCS learners by focusing on: 1) Whether translanguaging can facilitate kindergarten NCS students’ acquisition of Chinese characters? 2) How translanguaging and trans-semiotizing (Lin, 2013) facilitate the teaching and learning of Chinese as a second language in multilingual and multicultural learning backgrounds? 140 learners of three grades (K1, K2 and K3) from both EMI and CMI kindergartens in Hong Kong will participate in this research. 70 students in the experiment group will receive lessons which allow translanguaging between both Chinese and English as medium of instruction in the Chinese lessons while the other 70 students in the control

There are about 17,000 kindergarteners (for 3 to 6 years old) learning Chinese as a second language (CSL) in Hong Kong (HK). 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 (Tse & Loh, 2014). It is also a challenge for the teachers to cater for such huge learning diversity, as HK kindergartens mainly use the theme-based approach without deliberate consideration of CL curriculum (HK Education Bureau, 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 in “content and language integrated learning” (CLIL) classrooms where Chinese is used as the medium of instruction (Lin, 2013; Lin & Wu, 2015; Lin & He, 2017), and how well it works with the existing themebased 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) tailormade 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

With the handover in 1997, Hong Kong has adopted the ‘Biliterate and Trilingual’ language policy, which aims at developing citizens who are biliterate in both written Chinese and English as well as trilingual in Cantonese, Putonghua, and spoken English. In this chapter, a comprehensive historical review of the development of language education in Hong Kong schools will be given first, followed by a discussion on how the ‘biliterate’ and ‘trilingual’ language policy is currently implemented in Hong Kong primary schools based on findings of an empirical study. Finally, the chapter will conclude by giving some recommendations to policy makers and school administrators to consider when formulating language policies in Hong Kong primary school education. Copyright © 2019 The Author(s).

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).

This book focuses on Hong Kong as a multilingual society. It investigates how trilingual education is implemented in Hong Kong primary schools. Based on a large scale survey of 155 Hong Kong schools and in-depth case studies in 3 selected schools, the book gives an overview of trilingual education in Hong Kong primary schools, revealing the views on trilingual education of all stakeholders: school principals, panel chairs, subject teachers, students, and parents. The research findings presented in this book suggest that the implementation of trilingual education varies significantly from school to school, as does the effectiveness of the trilingual education models used. It shows how students’ views towards the use of different media of instruction (MoIs) also vary, and how their mother-tongue backgrounds affect their perceptions. By documenting views, policies and implementation methods, the book provides insight into the practice of trilingual education in Hong Kong and offers suggestions on potentially effective implementation methods. Copyright © 2019 Springer Nature Switzerland AG.

This paper reports on an investigation into a group of student teachers’ reflective learning through a series of integrated and interactive tasks (i.e., collaborative lesson planning, micro-teaching, group consultation and videoed reflections) in a pre-service language teacher education course in Hong Kong. Relying on data gathered from interviews and reflection videos and informed by integrated perspective on teacher identity in practice and activity, the study revealed how the student teachers engaged in reflective practice and identity construction in the course. The facilitating and constraining factors underlying the student teachers’ reflective learning and identity development are also uncovered. The paper concludes with practical implications on how to design and implement effective reflective tasks in preparing and developing competent language teachers. Copyright © 2019 All Academic, Inc.

新移民學童的母語各有不同，即使他們的母語是廣東話，他們不同的文化背景亦會影響到他們的語言能度不同，詩春桂和寧春岩(1997)認為語言態度會影響教師對學生的態度，相對地，新移民學童對語言的態度又會否影響教師怎樣看他們呢?本研究會採用異語配對/改變裝束測試法(the match-guise techniquc)，探討新移民學童對於第二語言的態度，調查對象共有57名新移民學童，其中20名為同一間小學的小學生，37名為同一間中學的中學生。研究結果顯示新移民學童對不同的語言確存在不同的態度，而學童的語言態度普遍偏好廣東話和英語，同時普遍覺得英語比普通話優勝。
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