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Article: Teaching Chinese Literacy in the Early Years: A Comparison of L1 and L2 Preschool Classrooms in Shenzhen and Singapore

TitleTeaching Chinese Literacy in the Early Years: A Comparison of L1 and L2 Preschool Classrooms in Shenzhen and Singapore
Authors
Issue Date2013
PublisherPacific Early Childhood Education Research Association. The Journal's web site is located at http://www.pecerajournal.com/
Citation
Asia-Pacific Journal of Research in Early Childhood Education, 2013, v. 7 n. 3, p. 19-43 How to Cite?
AbstractThis study aims to understand the similarities and differences in early Chinese literacy pedagogies betweenL1 Shenzhen and L2 Singapore preschools. Twelve classes were observed for a total of 180 hours, and the 12 Chinese teachers were surveyed and interviewed about the beliefs underpinning their teaching of literacy. A similar pattern of Chinese literacy pedagogy was shared by L1 and L2 classrooms, with whole class direct instruction/interaction being the dominant mode. A belief-practice gap was found: Although the teachers believed in balanced approaches to teaching Chinese literacy, they predominantly engaged in traditional, instructional practice. In L2 Singapore classrooms, traditional Chinese literacy pedagogies were tempered by more Western ideas. The common difficulties encountered in L1 literacy classrooms were different from those found in L2 classrooms, and most of the L1 and L2 difficulties were associated with the language and education policies. The sociocontextual, psycholinguistic and pedagogical accounts and the educational implications of these findings are also discussed.
Persistent Identifierhttp://hdl.handle.net/10722/198134
ISSN

 

DC FieldValueLanguage
dc.contributor.authorLi, Hen_US
dc.date.accessioned2014-06-25T02:48:23Z-
dc.date.available2014-06-25T02:48:23Z-
dc.date.issued2013en_US
dc.identifier.citationAsia-Pacific Journal of Research in Early Childhood Education, 2013, v. 7 n. 3, p. 19-43en_US
dc.identifier.issn1976-1961-
dc.identifier.urihttp://hdl.handle.net/10722/198134-
dc.description.abstractThis study aims to understand the similarities and differences in early Chinese literacy pedagogies betweenL1 Shenzhen and L2 Singapore preschools. Twelve classes were observed for a total of 180 hours, and the 12 Chinese teachers were surveyed and interviewed about the beliefs underpinning their teaching of literacy. A similar pattern of Chinese literacy pedagogy was shared by L1 and L2 classrooms, with whole class direct instruction/interaction being the dominant mode. A belief-practice gap was found: Although the teachers believed in balanced approaches to teaching Chinese literacy, they predominantly engaged in traditional, instructional practice. In L2 Singapore classrooms, traditional Chinese literacy pedagogies were tempered by more Western ideas. The common difficulties encountered in L1 literacy classrooms were different from those found in L2 classrooms, and most of the L1 and L2 difficulties were associated with the language and education policies. The sociocontextual, psycholinguistic and pedagogical accounts and the educational implications of these findings are also discussed.en_US
dc.languageengen_US
dc.publisherPacific Early Childhood Education Research Association. The Journal's web site is located at http://www.pecerajournal.com/en_US
dc.relation.ispartofAsia-Pacific Journal of Research in Early Childhood Educationen_US
dc.titleTeaching Chinese Literacy in the Early Years: A Comparison of L1 and L2 Preschool Classrooms in Shenzhen and Singaporeen_US
dc.typeArticleen_US
dc.identifier.emailLi, H: huili@hkucc.hku.hken_US
dc.identifier.authorityLi, H=rp00926en_US
dc.description.naturelink_to_OA_fulltext-
dc.identifier.hkuros229325en_US
dc.identifier.volume7en_US
dc.identifier.issue3en_US
dc.identifier.spage19en_US
dc.identifier.epage43en_US
dc.publisher.placeKoreaen_US

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