Adapting Western Pedagogies for Chinese Literacy Instruction: Case Studies of Hong Kong, Shenzhen, and Singapore Preschools

Abstract

Research Findings: Western ideas and progressive pedagogies have been introduced to China (including Shenzhen), Hong Kong, and Singapore to replace traditional Chinese pedagogy. But these imported ideas are not congruent with traditional Chinese culture and thus have encountered resistance from Chinese teachers. The present study observed and analyzed 18 early childhood classrooms in the 3 localities and questioned the class teachers about their respective teaching practices to see how those ideas were actually turned into practice. Whole-class direct instruction was found to be the predominant Chinese pedagogical mode. This indicates that Chinese traditional pedagogy still dominated those Chinese preschool classrooms. Slight societal differences in classroom practice were also found, reflecting the spectrum of openness and Westernization of the 3 cities. Practice or Policy: The findings suggest that people should adapt rather than adopt those pedagogical innovations developed in other sociocultural milieu, as different societies have different social, cultural, and educational traditions. Cultural appropriateness should be seriously considered when choosing the pedagogies to be adapted. Moreover, influences from the culture, language, teachers, parents, resources available, and the prevailing education system should also be taken into consideration when planning for pedagogical reforms.

ACKNOWLEDGMENTS

This article is based on a project (CERG 7445/06H) funded by the Research Grants Council of the Government of the Hong Kong SAR. Thanks are expressed to Dr. Connie Lum, Ms. Ruth Wong, Ms. Yin Fong Ho, Ms. Lillian Chau, Ms. Eva Lau, and Ms. Jessie Wong for their kind assistance and to the participating children and teachers.

Notes

#**p < .005. ***p < .001.

^a Definition: All the talk time used by the teacher.

^b Definition: The focused content of the teacher's instruction.

^c This category deals with the instances of open resistance to learning.

^d This category classifies the nature and complexity of students’ learning production.