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Conference Paper: Understanding language teacher's culturally responsive teaching self-efficacy and its enhancement through learning study with young Chinese language learners

TitleUnderstanding language teacher's culturally responsive teaching self-efficacy and its enhancement through learning study with young Chinese language learners
Authors
KeywordsTeaching Self-efficacy
Second Language Teaching
Learning Study
Variation Theory
Culturally Responsive Teaching Approach
Issue Date2015
Citation
The 10th International Association for the Improvement of Mother Tongue Education (IAIMTE 2015) / The 1st International Association for Research in L1 Education Conference (ARLE), The University of Southern Denmark, Odense, Denmark, 3-5 June 2015. How to Cite?
AbstractBACKGROUND: Chinese language learners (CLLs) in Hong Kong mainly came from ethnic minorities (EMs) of South Asia. To preclude marginalization, education for EMs became a controversial issue. Frontline Chinese language teachers often encounter difficulties in teaching due to inadequate training. Though teachers play an important role in young CLL’s learning of ...
DescriptionPaper Session - SIG L1 Teacher Education
Persistent Identifierhttp://hdl.handle.net/10722/219001

 

DC FieldValueLanguage
dc.contributor.authorWong, WY-
dc.contributor.authorCheung, WM-
dc.contributor.authorKi, WW-
dc.date.accessioned2015-09-18T07:03:28Z-
dc.date.available2015-09-18T07:03:28Z-
dc.date.issued2015-
dc.identifier.citationThe 10th International Association for the Improvement of Mother Tongue Education (IAIMTE 2015) / The 1st International Association for Research in L1 Education Conference (ARLE), The University of Southern Denmark, Odense, Denmark, 3-5 June 2015.-
dc.identifier.urihttp://hdl.handle.net/10722/219001-
dc.descriptionPaper Session - SIG L1 Teacher Education-
dc.description.abstractBACKGROUND: Chinese language learners (CLLs) in Hong Kong mainly came from ethnic minorities (EMs) of South Asia. To preclude marginalization, education for EMs became a controversial issue. Frontline Chinese language teachers often encounter difficulties in teaching due to inadequate training. Though teachers play an important role in young CLL’s learning of ...-
dc.languageeng-
dc.relation.ispartof10th IAIMTE International Conference/1st ARLE Conference 2015-
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.subjectTeaching Self-efficacy-
dc.subjectSecond Language Teaching-
dc.subjectLearning Study-
dc.subjectVariation Theory-
dc.subjectCulturally Responsive Teaching Approach-
dc.titleUnderstanding language teacher's culturally responsive teaching self-efficacy and its enhancement through learning study with young Chinese language learners-
dc.typeConference_Paper-
dc.identifier.emailCheung, WM: cwming@hkucc.hku.hk-
dc.identifier.emailKi, WW: hraskww@hku.hk-
dc.identifier.authorityCheung, WM=rp00896-
dc.identifier.authorityKi, WW=rp00912-
dc.description.naturepostprint-
dc.identifier.hkuros254390-

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