From the development of listening and speaking ability, to Chinese character recognition, reading and writing ability: A school-based curriculum

Abstract

In the past few years, the teaching and learning of Chinese as a second language of non-Chinese speaking students become a hot issue in Hong Kong. Research results indicated that the sequence of Chinese language learning should be: listening, speaking, character learning, reading and writing. Many teachers found that the students may be able to listen and speak Chinese, but it is difficult to extend students’ literacy amount; it is even more difficult to further develop their reading and writing ability. Based on the teaching and research experience of the researchers, a school-based Chinese as a second language curriculum has been developed. It focuses on non-Chinese speaking students’ difficulties in learning Chinese language, considered the sequence of Chinese language learning and second language acquisition theories, make use of the Integrated Perceptual Approach, Variation theory, Whole Language Approach, drama in education theories etc., as well as the learning interests of these students. This school-based Chinese language curriculum caters for students with different Chinese language ability: new immigrants; students with basic listening and speaking capability and start to learn Chinese characters; can speak fluency Chinese, know some Chinese characters, but weak in reading and writing. This paper will introduce the learning objectives and teaching strategies of this school-based curriculum, as well as guidelines for the development of differentiated learning materials with exemplars, and the strategies to cater for individual differences, and for the reference of the teachers.