Teaching approaches and English language and literacy skills: A case of Hong Kong

Research output: Contribution to conferencePapers

Abstract

English learning is pervasive in Hong Kong kindergartens. Hong Kong children start to learn English as a school subject as early as three years old. However, the practices are diverse and there is a lack of understanding in current practices of English language teaching and its impacts on early literacy outcomes. The present paper will report the development of an observational system for English teaching in the Hong Kong classroom. The system developed by the researchers focused on evaluating the amount of code-based and meaning-based instruction provided to Hong Kong Chinese ESL children and the pedagogical strategies teachers employ in the classroom. Around 30 English lessons from 13 kindergartens located in various geographical districts in Hong Kong were coded using the observation system. The coding results provide information regarding the current practices adopted by Hong Kong kindergartens. School characteristics (e.g. SES, teachers’ qualification, teachers’ nationality) and the pedagogy and teaching content of English language teaching will be discussed. Preliminary findings of the impacts of teaching content on language and literacy skills of around 300 children from the 13 kindergartens will be presented.
Original languageEnglish
Publication statusPublished - May 2017

Citation

Yeung, S. S.-S., & Ng, M. L. (2017, May). Teaching approaches and English language and literacy skills: A case of Hong Kong. Paper presented at The Asian Conference on Language Learning 2017 (ACLL2017): Educating for Change, Art Center Kobe, Kobe, Japan.

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