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Using the Home-School-Community Model to Enhance the Chinese Language Proficiency of Non-Chinese Speaking Children

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Document pages: 27 pages

Abstract: This study employed a mixed-method approach frommultiple source of informants, including NCS students, parents, principals,teachers, multicultural teaching assistants (MTAs), and voluntary agencies tovalidate the effectiveness of using the Home-School-Community(H-S-C) framework in teaching Chinese to non-Chinese-speaking (NCS)children. Results revealed that NCS students receiving the H-S-C-basedinterventions showed a better Chinese language proficiency progression than thecomparison group. Within the home domain, NCS parents increased awareness,knowledge and skills in supporting children’s learning, and provided improvedspace for learning Chinese at home. In the school domain, principals andteachers were equipped with culturally-responsive pedagogical knowledge andskills in teaching NCS students, with MTAs’ assisting in teaching andcommunicating with parents and teachers. Community domain programs providedexperiential learning opportunities for NCS students to know the community andengage in cultural exchange with local students. With a holistic approach tohome-school-community domains, a reconstruction of an L1-like Chinese languagelearning environment was made possible for NCS students.

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