This chapter adopts a cultural perspective to report on a study of teaching and learning early Chinese literacy for young children in one Hong Kong kindergarten. Instead of viewing literacy education as a neutral and standardised cultural process across Chinese speaking communities, I draw on a Sinophone perspective and post-colonialism to investigate how the linguistic dissonance and cultural hybridity of Hong Kong influences teaching practices in one local kindergarten. Copyright © 2017 Springer Science+Business Media Singapore.
|Title of host publication||Contemporary issues and challenge in early childhood education in the Asia-pacific region|
|Editors||Minyi LI , Jillian L. FOX , Susan GRIESHABER|
|Place of Publication||Singapore|
|ISBN (Print)||9789811022050, 9789811022074|
|Publication status||Published - 2017|
CitationTam, P. C. (2017). A Hong Kong version of early Chinese literacy education: A Sinophone perspective. In M. Li, J. Fox, & S. Grieshaber (Eds.), Contemporary issues and challenge in early childhood education in the Asia-pacific region (pp. 83-102). Singapore: Springer.
- Early childhood education
- Chinese character
- Literacy event
- Traditional Chinese culture
- Write Chinese