TITLE:
Using the Home-School-Community Model to Enhance the Chinese Language Proficiency of Non-Chinese Speaking Children
AUTHORS:
Shek-Kam Tse, Heiken To, Emily Y. W. Pang, Pik-Fong Tsui, Lu-Sai Lam, Victor Laing, Kam-Fong Wu
KEYWORDS:
Home-School-Community Framework, Non-Chinese Pre-Schoolers, Holistic Approach, Chinese Learning, Mixed-Method, Chinese as a Second Language
JOURNAL NAME:
Creative Education,
Vol.11 No.10,
October
23,
2020
ABSTRACT: This study employed a mixed-method approach from
multiple source of informants, including NCS students, parents, principals,
teachers, multicultural teaching assistants (MTAs), and voluntary agencies to
validate 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-based
interventions showed a better Chinese language proficiency progression than the
comparison group. Within the home domain, NCS parents increased awareness,
knowledge and skills in supporting children’s learning, and provided improved
space for learning Chinese at home. In the school domain, principals and
teachers were equipped with culturally-responsive pedagogical knowledge and
skills in teaching NCS students, with MTAs’ assisting in teaching and
communicating with parents and teachers. Community domain programs provided
experiential learning opportunities for NCS students to know the community and
engage in cultural exchange with local students. With a holistic approach to
home-school-community domains, a reconstruction of an L1-like Chinese language
learning environment was made possible for NCS students.