Cantonese oral language development of non-Chinese speaking primary school children : child and family factors and effects of dialogic buddy reading

Abstract

Many non-Chinese Speaking (NCS) children enter primary school with poor Cantonese oral language proficiency. Study 1 explores the correlation between child, family and environmental variables of NCS students and their oral language abilities. 58 students were tested on their oral language abilities and information were collected from their parents through questionnaire. Results of correlational analysis shows that the amount of time parents spent on child’s homework, parents’ perception of their children’s oral language proficiency, and the number of Chinese friends are significantly correlated with NCS children’s oral language development. To search for a way to improve NCS students’ oral language abilities, Study 2 investigates the effect of 8-week Dialogic Buddy Reading (DBR) on expressive oral language by randomly assigning 40 participants into intervention and control group. ANCOVA results shows that DBR has significant effect on participants’ expressive vocabulary, syntax and discourse abilities, as well as reading interests.