Is There a Program Model for Non-Chinese Speaking Children to Learn Chinese? - Hong Kong Experience

Abstract

In English speaking countries and regions, different program models are utilized for the teaching andlearning of English as a second language. Such models include pull-out models, immersion models,submersion models, etc. Different models provide different language learning environment andexperiences, based on their beliefs and understanding of language learning. In Hong Kong, non-Chinese speaking (NCS) students come from different ethnic backgrounds and seldom speak the samehome languages, making the language learning context a complex one. Thus, the program modelsestablished in other countries and regions may not apply.Our collaboration with over 20 kindergartens demonstrates that NCS children in Hong Kong learnChinese in different settings. Children in English speaking kindergartens often have regular Chineselessons and Chinese curriculum shall be developed in these schools, whereas in Chinese speakingkindergartens, pull-out programs or immersion programs are employed. The speech focuses onNCS children's language learning in Chinese speaking kindergartens, and invites teachers from twokindergartens to share their school-based experiences. On one hand, we found that NCS childrenhave different learning performances and teaching strategies need to be adjusted in differentprogram models. On the other hand, interactions among different models (pull-out & immersion) canprovide varied contexts for NCS children to learn Chinese. Preliminary results suggest that teachers'professional development and NCS children's Chinese learning have been elevated through thecarefully planned teaching and learning experiences.