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Article: Using peer-written picture storybooks in the Chinese as a second language (CSL) classroom: A Hong Kong case study

TitleUsing peer-written picture storybooks in the Chinese as a second language (CSL) classroom: A Hong Kong case study
Authors
Issue Date2015
Citation
CLCWeb: Comparative Literature and Culture (Forthcoming) How to Cite?
AbstractIn Hong Kong, ethnic minority (EM) students are encouraged to learn Chinese as a Second Language (CSL) after the 1997 Handover for social integration and empowerment. Current studies suggest that an integrated approach with differentiation is an effective strategy for enhancing EM students’ CSL reading and writing abilities, and the teaching materials should match their mental age and their life experiences while providing teachers sufficient room and flexibility for catering to individual differences among students. This paper presents a case study of the use of picture storybooks written and illustrated by other EM students on the same government-sponsored CSL support project, and the one-year teaching experiment shows that such authentic teaching materials played a significant role in enhancing students’ motivation in learning the lingua franca of their host society, besides the fact that their CSL proficiency was also significantly improved during the learning process.
Persistent Identifierhttp://hdl.handle.net/10722/217293

 

DC FieldValueLanguage
dc.contributor.authorLoh, EKY-
dc.date.accessioned2015-09-18T05:55:10Z-
dc.date.available2015-09-18T05:55:10Z-
dc.date.issued2015-
dc.identifier.citationCLCWeb: Comparative Literature and Culture (Forthcoming)-
dc.identifier.urihttp://hdl.handle.net/10722/217293-
dc.description.abstractIn Hong Kong, ethnic minority (EM) students are encouraged to learn Chinese as a Second Language (CSL) after the 1997 Handover for social integration and empowerment. Current studies suggest that an integrated approach with differentiation is an effective strategy for enhancing EM students’ CSL reading and writing abilities, and the teaching materials should match their mental age and their life experiences while providing teachers sufficient room and flexibility for catering to individual differences among students. This paper presents a case study of the use of picture storybooks written and illustrated by other EM students on the same government-sponsored CSL support project, and the one-year teaching experiment shows that such authentic teaching materials played a significant role in enhancing students’ motivation in learning the lingua franca of their host society, besides the fact that their CSL proficiency was also significantly improved during the learning process.-
dc.languageeng-
dc.relation.ispartofCLCWeb: Comparative Literature and Culture-
dc.titleUsing peer-written picture storybooks in the Chinese as a second language (CSL) classroom: A Hong Kong case study-
dc.typeArticle-
dc.identifier.emailLoh, EKY: ekyloh@hku.hk-
dc.identifier.authorityLoh, EKY=rp01361-
dc.identifier.hkuros254478-

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