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Article: Adapting western pedagogies for Chinese literacy instruction: case studies of Hong Kong, Shenzhen, and Singapore preschools

TitleAdapting western pedagogies for Chinese literacy instruction: case studies of Hong Kong, Shenzhen, and Singapore preschools
Authors
Issue Date2012
PublisherLawrence Erlbaum Associates, Inc. The Journal's web site is located at http://www.leaonline.com/loi/eed
Citation
Early Education and Development, 2012, v. 23 n. 4, p. 603-621 How to Cite?
AbstractResearch Findings: Western ideas and progressive pedagogies have been introduced to China (including Shenzhen), Hong Kong, and Singapore to replace traditional Chinese pedagogy. But these imported ideas are not congruent with traditional Chinese culture and thus have encountered resistance from Chinese teachers. The present study observed and analyzed 18 early childhood classrooms in the 3 localities and questioned the class teachers about their respective teaching practices to see how those ideas were actually turned into practice. Whole-class direct instruction was found to be the predominant Chinese pedagogical mode. This indicates that Chinese traditional pedagogy still dominated those Chinese preschool classrooms. Slight societal differences in classroom practice were also found, reflecting the spectrum of openness and Westernization of the 3 cities. Practice or Policy: The findings suggest that people should adapt rather than adopt those pedagogical innovations developed in other sociocultural milieu, as different societies have different social, cultural, and educational traditions. Cultural appropriateness should be seriously considered when choosing the pedagogies to be adapted. Moreover, influences from the culture, language, teachers, parents, resources available, and the prevailing education system should also be taken into consideration when planning for pedagogical reforms. © 2012 Copyright Taylor and Francis Group, LLC.
Persistent Identifierhttp://hdl.handle.net/10722/160015
ISSN
2015 Impact Factor: 1.183
2015 SCImago Journal Rankings: 0.748
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorLi, Hen_HK
dc.contributor.authorRao, Nen_HK
dc.contributor.authorTse, SKen_HK
dc.date.accessioned2012-08-16T06:00:22Z-
dc.date.available2012-08-16T06:00:22Z-
dc.date.issued2012en_HK
dc.identifier.citationEarly Education and Development, 2012, v. 23 n. 4, p. 603-621en_HK
dc.identifier.issn1040-9289en_HK
dc.identifier.urihttp://hdl.handle.net/10722/160015-
dc.description.abstractResearch Findings: Western ideas and progressive pedagogies have been introduced to China (including Shenzhen), Hong Kong, and Singapore to replace traditional Chinese pedagogy. But these imported ideas are not congruent with traditional Chinese culture and thus have encountered resistance from Chinese teachers. The present study observed and analyzed 18 early childhood classrooms in the 3 localities and questioned the class teachers about their respective teaching practices to see how those ideas were actually turned into practice. Whole-class direct instruction was found to be the predominant Chinese pedagogical mode. This indicates that Chinese traditional pedagogy still dominated those Chinese preschool classrooms. Slight societal differences in classroom practice were also found, reflecting the spectrum of openness and Westernization of the 3 cities. Practice or Policy: The findings suggest that people should adapt rather than adopt those pedagogical innovations developed in other sociocultural milieu, as different societies have different social, cultural, and educational traditions. Cultural appropriateness should be seriously considered when choosing the pedagogies to be adapted. Moreover, influences from the culture, language, teachers, parents, resources available, and the prevailing education system should also be taken into consideration when planning for pedagogical reforms. © 2012 Copyright Taylor and Francis Group, LLC.en_HK
dc.languageengen_US
dc.publisherLawrence Erlbaum Associates, Inc. The Journal's web site is located at http://www.leaonline.com/loi/eeden_HK
dc.relation.ispartofEarly Education and Developmenten_HK
dc.rightsCreative Commons: Attribution 3.0 Hong Kong Licenseen_US
dc.titleAdapting western pedagogies for Chinese literacy instruction: case studies of Hong Kong, Shenzhen, and Singapore preschoolsen_HK
dc.typeArticleen_HK
dc.identifier.emailLi, H: huili@hkucc.hku.hken_HK
dc.identifier.emailRao, N: nrao@hku.hk-
dc.identifier.emailTse, SK: sktse@hkucc.hku.hk-
dc.identifier.authorityLi, H=rp00926en_HK
dc.description.naturepostprint-
dc.identifier.doi10.1080/10409289.2010.536441en_HK
dc.identifier.scopuseid_2-s2.0-84863484587en_HK
dc.identifier.hkuros205182en_US
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-84863484587&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume23en_HK
dc.identifier.issue4en_HK
dc.identifier.spage603en_HK
dc.identifier.epage621en_HK
dc.identifier.eissn1556-6935-
dc.identifier.isiWOS:000305631300009-
dc.publisher.placeUnited Statesen_HK
dc.identifier.scopusauthoridTse, SK=55292943600en_HK
dc.identifier.scopusauthoridRao, N=7401628868en_HK
dc.identifier.scopusauthoridLi, H=24921636000en_HK

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