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Article: English vocabulary instruction in six early childhood classrooms in Hong Kong

TitleEnglish vocabulary instruction in six early childhood classrooms in Hong Kong
Authors
Keywordsteaching English as a second language
vocabulary
early English language learning
Issue Date2013
PublisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/03004430.asp
Citation
Early Child Development and Care, 2013, v. 183 n. 10, p. 1363-1380 How to Cite?
AbstractVocabulary instruction during English language learning was observed for one week in six classrooms (three K2 classes for four-year olds and three K3 classes for five-year olds) from three kindergartens in two districts of Hong Kong. From 23 sessions of observations and 535 minutes of data, field notes were coded to identify instances of vocabulary instruction and the strategies used to teach words. Participating teachers were also interviewed about their educational and professional backgrounds, as well as their beliefs and practices in English language teaching. Planned vocabulary instruction occurred in the context of storybook read aloud and theme-based learning. Words were also briefly taught during phonics instruction, which was pervasive and used to facilitate the learning of letter sounds. Teachers acknowledged the importance of oral language in the teaching and learning of English and their reported beliefs reflected their observed pedagogical practices. However, teachers mainly used strategies that enhanced the recognition and memorisation of words and, rarely, the understanding and application of words. © 2013 Copyright Taylor and Francis Group, LLC.
Persistent Identifierhttp://hdl.handle.net/10722/203460
ISSN
2015 SCImago Journal Rankings: 0.405

 

DC FieldValueLanguage
dc.contributor.authorLau, GLCen_US
dc.contributor.authorRao, Nen_US
dc.date.accessioned2014-09-19T15:16:51Z-
dc.date.available2014-09-19T15:16:51Z-
dc.date.issued2013en_US
dc.identifier.citationEarly Child Development and Care, 2013, v. 183 n. 10, p. 1363-1380en_US
dc.identifier.issn0300-4430-
dc.identifier.urihttp://hdl.handle.net/10722/203460-
dc.description.abstractVocabulary instruction during English language learning was observed for one week in six classrooms (three K2 classes for four-year olds and three K3 classes for five-year olds) from three kindergartens in two districts of Hong Kong. From 23 sessions of observations and 535 minutes of data, field notes were coded to identify instances of vocabulary instruction and the strategies used to teach words. Participating teachers were also interviewed about their educational and professional backgrounds, as well as their beliefs and practices in English language teaching. Planned vocabulary instruction occurred in the context of storybook read aloud and theme-based learning. Words were also briefly taught during phonics instruction, which was pervasive and used to facilitate the learning of letter sounds. Teachers acknowledged the importance of oral language in the teaching and learning of English and their reported beliefs reflected their observed pedagogical practices. However, teachers mainly used strategies that enhanced the recognition and memorisation of words and, rarely, the understanding and application of words. © 2013 Copyright Taylor and Francis Group, LLC.-
dc.languageengen_US
dc.publisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/03004430.aspen_US
dc.relation.ispartofEarly Child Development and Careen_US
dc.rightsPreprint: This is an Author's Original Manuscript of an article published by Taylor & Francis Group in [JOURNAL TITLE] on [date of publication], available online: http://www.tandfonline.com/[Article DOI]. Postprint: This is an Accepted Manuscript of an article published by Taylor & Francis Group in [JOURNAL TITLE] on [date of publication], available online at: http://www.tandfonline.com/[Article DOI].en_US
dc.subjectteaching English as a second language-
dc.subjectvocabulary-
dc.subjectearly English language learning-
dc.titleEnglish vocabulary instruction in six early childhood classrooms in Hong Kongen_US
dc.typeArticleen_US
dc.identifier.emailRao, N: nrao@hku.hken_US
dc.identifier.authorityRao, N=rp00953en_US
dc.identifier.doi10.1080/03004430.2013.788815en_US
dc.identifier.scopuseid_2-s2.0-84885052800-
dc.identifier.hkuros235695en_US
dc.identifier.volume183en_US
dc.identifier.issue10en_US
dc.identifier.spage1363en_US
dc.identifier.epage1380en_US

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