Second language literacy instruction for pre-primary learners in Hong Kong: Using stories, songs, and games

Research output: Chapter in Book/Report/Conference proceedingChapters

Abstract

The global trend of learning English as an L2 in the early years is identifiable in Hong Kong. Cognitively immature pre-primary learners face the dual challenges of coping with formal learning in low L2 exposure contexts. This chapter argues for a specific approach that better fits the learning characteristics and abilities of pre-primary learners who learn an L2 differently from that of older learners. The approach recommends the use of informal instructional strategies like using quality stories together with rich vocabulary activities in the form of games and songs for vocabulary learning and phonological awareness which are essential building blocks for L2 literacy skills. Evidence-based examples from research are cited to show their effect on very young learners’ motivation and interest in learning an L2. Copyright © 2019 The Author(s).
Original languageEnglish
Title of host publicationEnglish literacy instruction for Chinese speakers
EditorsBarry Lee REYNOLDS, Mark Feng TENG
Place of PublicationSingapore
PublisherPalgrave Macmillan
Pages57-73
ISBN (Electronic)9789811366536
ISBN (Print)9789811366529
DOIs
Publication statusPublished - 2019

Citation

Ng, M. L. (2019). Second language literacy instruction for pre-primary learners in Hong Kong: Using stories, songs, and games. In B. L. Reynolds & M. F. Teng (Eds.), English literacy instruction for Chinese speakers (pp. 57-73). Singapore: Palgrave Macmillan.

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