Building preschool teachers' capacity for teaching Chinese to ethnic minority children in Hong Kong: A qualitative study

Research output: Contribution to journalArticles

Abstract

Teaching Chinese to second language learners is a challenge for preschool teachers in Hong Kong so effective teacher professional development programmes are urgently needed to enhance their knowledge and skills. An Integrative Model Teacher Professional Development Programme which incorporates three theoretical underpinnings (i.e., culturally responsive teaching, meaningful and pleasurable learning, and effective teaching of Chinese as a second language) is designed to equip preschool teachers with knowledge, skills, and awareness in teaching Chinese to ethnic minority students. Through qualitative interviews with 15 in-service preschool teachers who joined the Programme, teachers' perceptions and changes in three theoretical areas of teaching Chinese to ethnic minority students were explored. Particularly, teachers increased their awareness of ethnic minority cultures, developed empathy with ethnic minority children and their families, gained knowledge of implementing culturally responsive teaching and meaningful and pleasurable learning of Chinese. The role of teacher sharing in effective professional development was highlighted. Copyright © 2019 National Association of Early Childhood Teacher Educators.
Original languageEnglish
Pages (from-to)284-305
JournalJournal of Early Childhood Teacher Education
Volume41
Issue number3
Early online dateSep 2019
DOIs
Publication statusPublished - 2020

Citation

Ng, C. S. M., Chai, W., Fok, H. K., Chan, S. P., Lam, H. C., & Chung, K. K. H. (2020). Building preschool teachers' capacity for teaching Chinese to ethnic minority children in Hong Kong: A qualitative study. Journal of Early Childhood Teacher Education, 41(3), 284-305. doi: 10.1080/10901027.2019.1638852

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