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Conference Paper: Facing the challenges of helping non-Chinese speakers to learn Chinese for kindergarten teachers in the future

TitleFacing the challenges of helping non-Chinese speakers to learn Chinese for kindergarten teachers in the future
Authors
KeywordsProfessional Training
Chinese as a Second Language
Linguistically diverse
Issue Date2014
PublisherEuropean Association for Research on Learning and Instruction (EARLI).
Citation
The 3rd Biennial EARLI Conference of SIG 5 – Learning and Development in Early Childhood (birth to 8 years), Jyväskylä, Finland, 25-27 August 2014. In the Programme of the 3rd Biennial EARLI Conference of SIG 5 – Learning and Development in Early Childhood, 2014, p. 98-99 How to Cite?
AbstractTheoretical background: Chinese has become an increasingly popular second language amongst the people in the Western and Asian world. The demographics of the Hong Kong population are becoming more linguistically and ethnically diverse. South Asian ethnic minorities contributed 6.4% to the total population in 2011, an increase of 50% over the past decade. The difficulties in mastering Chinese led non-Chinese speaking (NCS) students to the potential danger of being marginalized. Most teachers in kindergartens had little opportunity to learn how to teach students who are learning Chinese as a second language (L2). A 4- Tier Professional Development Model has been developed to prepare linguistically responsive teachers and to improve teachers’ efficacy in developing effective pedagogies for non-native learners to learn Chinese. In the first step, experts gave professional talks (P) on topics related to L2 Chinese learning to teachers. Through reflective workshops (R) in the second step, teachers were encouraged to use the teaching materials related to L2 Chinese learning and developed related strategies. Participating teachers were encouraged to use the relevant pedagogy in modifying a practicable design to bring about learning and invited collaborating teachers to have lesson observation (O). After completing their in-class practice, the teachers would gather and share on their classroom-based practice in sharing session(S), presenting their design and teaching plans, lesson extracts, and student works. In this way, participants could learn from each other to master effective pedagogies. Research Question: What is the effectiveness of the kindergarten teachers who participated in the 4-Tier Professional Development? Methods: In total, 74 teachers from 20 kindergartens were enrolled in this 4-Tier Professional development course and joined this study for one year. Teachers were given a questionnaire “CRTSE” to evaluate their with formal consent before at the beginning and after the academic year. Results: It was found that the total score of the Chinese Culturally Responsive Teaching Self-Efficacy (CRTSE) Scale of these teachers has increased from 67.71 (S.D.=8.51) to 74.18 (S.D.=8.26) (t=2.98, p<.01). There was a significant improvement in all five factors of CRTSE Scale including “Teaching to Accommodate Diversity”, “Awareness of Cultural Differences”, “Develop Positive and Trusting Relationship”, “Communicate with Parents” and “School-based Curriculum Development”. Interpretation of findings: This proved that the 4-Tier Professional Training was an effective model to equip teachers with the necessary knowledge, skills and disposition to teach the increasing number of NCS students Chinese in the future. This professional training started with a focus on a specific skill set for development (Fukkink & Lont, 2007) of L2 learning and Chinese language teaching strategies. The second tier provided an opportunity for hands-on practice which promoted active learning among teachers (Fantuzzom et al., 1996)., The third tier included follow-up mentoring and lesson observation which promoted professional learning through the practice done by teachers (Foltos, 2013). The fourth tier promoted sharing of good practices among teachers from different kindergartens (Landry, Anthony, Swank, & Monseque-Bailey, 2009). This model shed light on the new professional development to help teachers to learn.
DescriptionConference Theme: Challenges for the Future in Early Childhood Education
Paper session 12
Persistent Identifierhttp://hdl.handle.net/10722/204571

 

DC FieldValueLanguage
dc.contributor.authorCheung, WMen_US
dc.date.accessioned2014-09-20T00:04:55Z-
dc.date.available2014-09-20T00:04:55Z-
dc.date.issued2014en_US
dc.identifier.citationThe 3rd Biennial EARLI Conference of SIG 5 – Learning and Development in Early Childhood (birth to 8 years), Jyväskylä, Finland, 25-27 August 2014. In the Programme of the 3rd Biennial EARLI Conference of SIG 5 – Learning and Development in Early Childhood, 2014, p. 98-99en_US
dc.identifier.urihttp://hdl.handle.net/10722/204571-
dc.descriptionConference Theme: Challenges for the Future in Early Childhood Education-
dc.descriptionPaper session 12-
dc.description.abstractTheoretical background: Chinese has become an increasingly popular second language amongst the people in the Western and Asian world. The demographics of the Hong Kong population are becoming more linguistically and ethnically diverse. South Asian ethnic minorities contributed 6.4% to the total population in 2011, an increase of 50% over the past decade. The difficulties in mastering Chinese led non-Chinese speaking (NCS) students to the potential danger of being marginalized. Most teachers in kindergartens had little opportunity to learn how to teach students who are learning Chinese as a second language (L2). A 4- Tier Professional Development Model has been developed to prepare linguistically responsive teachers and to improve teachers’ efficacy in developing effective pedagogies for non-native learners to learn Chinese. In the first step, experts gave professional talks (P) on topics related to L2 Chinese learning to teachers. Through reflective workshops (R) in the second step, teachers were encouraged to use the teaching materials related to L2 Chinese learning and developed related strategies. Participating teachers were encouraged to use the relevant pedagogy in modifying a practicable design to bring about learning and invited collaborating teachers to have lesson observation (O). After completing their in-class practice, the teachers would gather and share on their classroom-based practice in sharing session(S), presenting their design and teaching plans, lesson extracts, and student works. In this way, participants could learn from each other to master effective pedagogies. Research Question: What is the effectiveness of the kindergarten teachers who participated in the 4-Tier Professional Development? Methods: In total, 74 teachers from 20 kindergartens were enrolled in this 4-Tier Professional development course and joined this study for one year. Teachers were given a questionnaire “CRTSE” to evaluate their with formal consent before at the beginning and after the academic year. Results: It was found that the total score of the Chinese Culturally Responsive Teaching Self-Efficacy (CRTSE) Scale of these teachers has increased from 67.71 (S.D.=8.51) to 74.18 (S.D.=8.26) (t=2.98, p<.01). There was a significant improvement in all five factors of CRTSE Scale including “Teaching to Accommodate Diversity”, “Awareness of Cultural Differences”, “Develop Positive and Trusting Relationship”, “Communicate with Parents” and “School-based Curriculum Development”. Interpretation of findings: This proved that the 4-Tier Professional Training was an effective model to equip teachers with the necessary knowledge, skills and disposition to teach the increasing number of NCS students Chinese in the future. This professional training started with a focus on a specific skill set for development (Fukkink & Lont, 2007) of L2 learning and Chinese language teaching strategies. The second tier provided an opportunity for hands-on practice which promoted active learning among teachers (Fantuzzom et al., 1996)., The third tier included follow-up mentoring and lesson observation which promoted professional learning through the practice done by teachers (Foltos, 2013). The fourth tier promoted sharing of good practices among teachers from different kindergartens (Landry, Anthony, Swank, & Monseque-Bailey, 2009). This model shed light on the new professional development to help teachers to learn.-
dc.languageengen_US
dc.publisherEuropean Association for Research on Learning and Instruction (EARLI).-
dc.relation.ispartofBiennial EARLI Conference of SIG 5 – Learning and Development in Early Childhooden_US
dc.subjectProfessional Training-
dc.subjectChinese as a Second Language-
dc.subjectLinguistically diverse-
dc.titleFacing the challenges of helping non-Chinese speakers to learn Chinese for kindergarten teachers in the futureen_US
dc.typeConference_Paperen_US
dc.identifier.emailCheung, WM: cwming@hkucc.hku.hken_US
dc.identifier.authorityCheung, WM=rp00896en_US
dc.identifier.hkuros239204en_US
dc.identifier.spage98-
dc.identifier.epage99-

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