A Hong Kong version of early Chinese literacy education: A Sinophone perspective

Research output: Chapter in Book/Report/Conference proceedingChapters

Abstract

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.
Original languageEnglish
Title of host publicationContemporary issues and challenge in early childhood education in the Asia-pacific region
EditorsMinyi LI , Jillian L. FOX , Susan GRIESHABER
Place of PublicationSingapore
PublisherSpringer
Pages83-102
ISBN (Print)9789811022050, 9789811022074
DOIs
Publication statusPublished - 2017

Citation

Tam, 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.

Keywords

  • Early childhood education
  • Chinese character
  • Literacy event
  • Traditional Chinese culture
  • Write Chinese

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