Interdisciplinary collaboration is one important development direction in Chinese teaching and teaching Chinese as a foreign language. Against the background, in 2018-19, the Department of Chinese Language Studies of the Education University of Hong Kong, together with the Department of Science and Environmental Studies, Department of Psychology, designed a course -- named "STEM and its Application on Language Acquisition and Communication" --for learning Chinese Language through STEM elements combined with psychological theories. The author is one of the three designers of this course. The students who take this course are mostly prospective teachers of Teaching Chinese as a foreign language and Chinese Language. This interdisciplinary course offers participants the opportunities to understand and experience the major approaches in STEM, namely scientific inquiry and engineering design cycle, in solving cross-disciplinary problems in language acquisition and communication. Through the course, participants first identify a problem related to language acquisition and communication, then develop a solution by applying scientific inquiry and engineering design cycle, and finally reflect on the impacts, feasibility, cultural and socio-economic implications of the problem and the proposed solution using an interdisciplinary approach. Participants are required to disseminate their ideas, findings or products to experts in different areas, and are thus encouraged to integrate discipline-based knowledge in problem identification, solution development, dissemination and reflection, facilitating analyses from multi-disciplinary perspectives. Based on the theory of interdisciplinary language learning, this report aims to analyze the learning and teaching achievements of students and teachers in this course, as well as the problems encountered, and discuss the future development of the course. Copyright © 2023 The Eighth International Conference on Teaching Chinese as a Second Language

This study aims to compare auditory temporal processing and phonological processing across locations and age levels and to test the direct and indirect effects of auditory temporal and phonological processing on proficiency in Chinese character reading. We recruited 108 typically developing children — 25 and 24 kindergarteners from Taiwan and Hong Kong, respectively, and 34 and 25 primary school students from Taiwan and Hong Kong, respectively. Our findings showed that, before learning PCS, the languages’ phonological complexity did not affect the importance of ATP in Chinese reading. Also, we found the use of PCS could lead to a direct effect from students’ ATP to Chinese character reading as well as through phonological awareness. Our findings indicated that ways of learning to read influence children’s patterns of cognitive and linguistic abilities, which should be considered in teaching designs for reading. Copyright © 2023 Fundacion Infancia y Aprendizaje.

中國語文科課程的教學目標著重語⽂能⼒的訓練，也強調思想的啟發和品德的培養。 課程由2015年中四開始引入十二篇指定文言經典學習材料為「指定考核作品」，並由2018年香港中學文憑考試開始考核。指定文言經典學習材料為文質兼美的作品，有豐富的文學、文化內涵，既鞏固學生語文學習，也可以促進文化和品德情意等範疇的學習，是語文教學的重要部份。本研究本文透過價值觀主題類目量表進行內容分析，探討課程教材的價值取向。教師以教材文本為基本，配合課程意識、教學知識和專業能力，覺知教材文本的意涵，實施教學方案，達至教學目標。本研究再通過訪談，瞭解教師的教學構想，發掘課程潛能，為教師的課堂教學提供參考。 Copyright © 2023 歐洲漢語教學協會.

中國古代文論，又稱中國文學批評，以中國傳統的文學理論及批評為研究對象。《四庫全書》集部列有“詩文評”，著錄的是古代詩文理論及批評的著作。 中國古代文論與古代文學創作密切相關，其所針對的是中國古代文學現象及作品，是對歷代文學傳統的理論總結，形成了一套理論範疇及審美命題，如風骨、神韻、興趣、妙悟、意象、意境、詩言志、文如其人、以意逆志、意在言外、情景交融等。而這些範疇及命題又對古代作家的創作具有指導意義，是中國古代文學的觀念基礎。 如西方古典詩歌理論的主軸是“模仿說”，關注的是作品與客體的關係，而中國古代詩論的主軸是“詩言志”，關注的是作品與主體、即詩與作者的關係，由此產生了“詩如其人”、“以意逆志”、“知人論世”等創作觀及作品評鑑的方法論。 在文言文教學中，教師瞭解中國古代文論的特徵及傳統，吸納中國古代文論的理論範疇及價值系統，可達到深化對中國古典作品的理解的教學效果。本報告將結合指定文言文範文，對此做分享。 Copyright © 2022 香港教育大學中國語言學系.

The Education University of Hong Kong has launched various animation projects, such as "Jockey Club From Words to Culture Programme: An Animated Way to Learn Chinese", "The Animated Chinese History for Curious Mind Project" and "The Life and Values Education Animated Series", to enhance children's interest in learning Chinese language, history, culture, developing their moral characters and positive values through learning the good deeds and achievements of the figures. Past studies have shown that animation teaching can enhance local children's language ability and interest in learning, and is even more effective in developing children's moral values. In this study, students from the Education University of Hong Kong adapted animation materials to suit the age and language proficiency of NCS children. The students used animation as a novel way to teach NCS children. NCS children from four social welfare organizations and schools were used for four to six weeks of intervention. The research questions include (1) How to adapt the animation materials for NCS children? (2) Does the language ability of NCS children improve through teaching with animation? (3) Does the interest of NCS children in language learning improve through teaching with animation? In this way, the features of the teaching materials and pedagogies that can effectively enhance the learning of the Chinese language and culture of NCS students are also summarized in this study. Copyright © 2023 ACEID.

香港的中文作為第二語言教學的課程，除了由大專院校開辦的對外漢語課程及國際學校提供的中文課程外，還有近年備受關注的面向非華語學生（Non-Chinese Speaking Students）的中文課程。本文旨在評介香港非華語學生中文課程的實施狀況及其特色，通過對有關文獻及統計資料的考查與分析，探討當中的教學困境與對策。研究針對目前非華語學生中文教學在課程、評估及師資方面的不足展開論述，建議當局考慮從以下三方面加以改善：一、改革課程設置，重新審視對非華語學生的語文教育政策，積極考慮另設一個適應非華語學生學習需求的中文課程，與本地華裔學生的中文課程雙軌並行；二、優化評估機制，建立適用於香港本地的中文作為第二語言能力的評核基準，客觀反映非華語學生的中文學習進度和能力水平；三、加強校本支援及師資培訓，針對目前非華語學生中文教材不足、教師工作量大的情況，增撥資源加強校本專業支援，並與大學及研究機構合作，提供合適的教師培訓及開發教材資源等，以改善目前的教學困境，提升教學成果。In Hong Kong, there are mainly three kinds of curriculum in the field of teaching Chinese as a second language (TCSL), namely the Mandarin Chinese courses run by the tertiary institutions, Chinese curriculum offered by international schools, and the Chinese curriculum for the Non-Chinese Speaking (NCS) students. Through the analysis of documentary materials and statistical data, this paper aims at giving an overview of and discussion on the historical background and development of Chinese curriculum for the NCS students, as well as to investigate the challenge and measures followed by its implementation. It reveals that there is still inadequacy of the on-going curriculum implementation process in the aspect of curriculum planning, assessment system and teacher’s training. The research proposes that the government should consider making improvement in the following ways: firstly, the government should have a review on the language education policy for the NCS students, re-consider to plan an independent Chinese curriculum which tailors to students’ specific learning needs; secondly, modification of the assessment system should be made, a new Chinese language proficiency test system designed for the NCS students is required in order to assess students’ learning progress and the actual level they have attained; thirdly, measures should be taken to give professional support for school teachers, encourage teachers to design NCS Chinese curriculum together with educational experts from tertiary institutions, hoping to reduce teacher’s workload

This paper reports a case study of teaching Cantonese to Hong Kong ethnic minority pre-schoolers using process drama. Based on Deleuzo-Guattarian concepts of minor literature and language, becoming and de-/re-territorialisation, this paper aims to reconceptualise a playful adaptation of process drama developed by Joe Winston (Citation2012) as a language-minoritising approach to the teaching and learning of a major language that is very foreign to children. The findings suggest that, to accomplish ethnic minority children’s becoming Cantonese speakers, the theatre games and language play should involve minoritorisation and de-/re-territorialisation of the normative practices of process drama, the target language as well as learner identity. Copyright © 2023 Pedagogy, Culture & Society.