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Article: Supporting ethnic minority students learning the Chinese language in multilingual Hong Kong

TitleSupporting ethnic minority students learning the Chinese language in multilingual Hong Kong
Authors
KeywordsMultilingual
Multi-culture
Ethnic minority students
Differentiated curriculum
Language learning
Issue Date2012
PublisherInternational Association for the Improvement of Mother Tongue Education. The Journal's web site is located at http://145.18.11.72/projecten/Gert/L1EducationResearch/
Citation
L1 Educational Studies in Language and Literature, 2012, v. 12 n. special issue, p. 1-27 How to Cite?
AbstractThis paper examines progress made in four schools in Hong Kong over a two-year period in providing for students with markedly different language backgrounds and competence learning Chinese in the same classrooms. It centres in particular on ways of delivering the curriculum to classes containing immigrant and local children, a growing issue in Hong Kong where the number of non-Chinese speaking school-age children has doubled since the year 2000. The Hong Kong Equal Opportunities Commission has ex-pressed concern about the impact on the indigenous local students of steps taken to integrate their non-Chinese speaking immigrant peers into Hong Kong’s schools. This paper considers a number of intervention strategies, including streaming by ability, grouping students according to their mother tongue, providing differentiated instructional materials and learning objectives and deploying resources specifically designed for linguistically disadvantaged students. Shortcomings in provision are discussed as well as problems faced by children who speak a “foreign” language in school and go home to envi-ronments in which only their mother tongue is spoken. Comment is directed at opportunities for non-Chinese speaking students to learn their mother tongue in school and at steps taken by schools to engi-neer multicultural environments.
Persistent Identifierhttp://hdl.handle.net/10722/180180
ISSN

 

DC FieldValueLanguage
dc.contributor.authorTse, SKen_US
dc.contributor.authorHui, SYen_US
dc.date.accessioned2013-01-21T01:32:13Z-
dc.date.available2013-01-21T01:32:13Z-
dc.date.issued2012en_US
dc.identifier.citationL1 Educational Studies in Language and Literature, 2012, v. 12 n. special issue, p. 1-27en_US
dc.identifier.issn1573-1731-
dc.identifier.urihttp://hdl.handle.net/10722/180180-
dc.description.abstractThis paper examines progress made in four schools in Hong Kong over a two-year period in providing for students with markedly different language backgrounds and competence learning Chinese in the same classrooms. It centres in particular on ways of delivering the curriculum to classes containing immigrant and local children, a growing issue in Hong Kong where the number of non-Chinese speaking school-age children has doubled since the year 2000. The Hong Kong Equal Opportunities Commission has ex-pressed concern about the impact on the indigenous local students of steps taken to integrate their non-Chinese speaking immigrant peers into Hong Kong’s schools. This paper considers a number of intervention strategies, including streaming by ability, grouping students according to their mother tongue, providing differentiated instructional materials and learning objectives and deploying resources specifically designed for linguistically disadvantaged students. Shortcomings in provision are discussed as well as problems faced by children who speak a “foreign” language in school and go home to envi-ronments in which only their mother tongue is spoken. Comment is directed at opportunities for non-Chinese speaking students to learn their mother tongue in school and at steps taken by schools to engi-neer multicultural environments.-
dc.languageengen_US
dc.publisherInternational Association for the Improvement of Mother Tongue Education. The Journal's web site is located at http://145.18.11.72/projecten/Gert/L1EducationResearch/en_US
dc.relation.ispartofL1 Educational Studies in Language and Literatureen_US
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.subjectMultilingual-
dc.subjectMulti-culture-
dc.subjectEthnic minority students-
dc.subjectDifferentiated curriculum-
dc.subjectLanguage learning-
dc.titleSupporting ethnic minority students learning the Chinese language in multilingual Hong Kongen_US
dc.typeArticleen_US
dc.identifier.emailTse, SK: sktse@hkucc.hku.hken_US
dc.identifier.emailHui, SY: huisy10@hku.hk-
dc.identifier.authorityTse, SK=rp00964en_US
dc.description.naturepublished_or_final_version-
dc.identifier.hkuros212927en_US
dc.identifier.hkuros215992-
dc.identifier.volume12en_US
dc.identifier.spage1en_US
dc.identifier.epage27en_US
dc.publisher.placeNetherlands-

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