Learning Chinese as a second language is challenging for non-Chinese speaking population in Hong Kong. In order to facilitate the Chinese learning of this group of people, understanding their trajectory of Chinese language development is crucial. The present longitudinal study follows 88 non-Chinese speaking preschoolers in 4 time points, from their K1 to K3, in order to have a grasp of their Chinese language development in three key aspects, namely listening, speaking and reading. Results showed that non-Chinese speaking preschoolers progressed their Chinese language proficiency over time in the three domains, whereas their listening abilities have the best advancement. Though their speaking abilities were the worst at the beginning, they had significant improvement by the end of their K3. The qualitative data provides descriptors of the Chinese language proficiency of non-Chinese speaking preschoolers in different grades. The study's findings serve as a valuable reference for schools regarding school-based curriculum development, learning and teaching materials, approaches and assessments. Copyright © 2021 Academy Publication Co., Ltd.

A professional teaching development programme was established to equip multicultural teaching assistants (MTA) with skills and knowledge to teach non-Chinese speaking (NCS) preschoolers in Hong Kong. To evaluate if MTAs are perceived to be able to perform their intended roles (support Chinese and overall learning, provide pastoral support, bridge the communication between NCS parents and kindergartens, and promote social integration), questionnaires were collected from 18 principals and 74 teachers. To assess if the programme can equip MTAs with necessary skills for the planned roles, questionnaires were collected from 39 MTAs, and a focus group interview with 8 MTAs was also conducted. Results showed that principals and teachers were satisfied with MTAs' performances in supporting NCS students' learning. Moreover, the majority of MTAs agreed that the training programme helped them to perform their intended roles in preschools. Most modules taught in the training programme, apart from one exception, were well received by MTAs. The focus group interview revealed that MTAs were satisfied with the programme, though they preferred more training on Chinese writing skills and knowledge in dealing behavioral issues of children. The study shows the possibility of integrating MTAs into multicultural classrooms in Hong Kong to facilitate NCS children's learning. Copyright © 2021 Academy Publication Co., Ltd.