香港少数族裔学生华文第二语言写作教学的多重个案研究

Abstract

In Hong Kong, the frontline teachers have been encountering difficulties in the teaching of writing while teaching Chinese as a second language to ethnic minority (EM) students at school. They urgently need effective support on the pedagogy. By using multiple-case study research which included interviews, lesson study and text analysis, this paper explored the application and effectiveness of the Reading to Learn (R2L) pedagogy to improve EM students’ proficiency in writing narrative and expository passages in Chinese. The result showed that after the R2L pedagogy was adopted in two Chinese classes (Form one and Form three) of two secondary schools, there were significant improvements in the students’ writing abilities. The R2L pedagogy is worth promoting to the frontline teachers who teach Chinese as a second language.