Building preschool teachers’ capacity for teaching Chinese to ethnic minority children in Hong Kong: A qualitative study

ABSTRACT

Teaching Chinese to second language learners is a challenge for preschool teachers in Hong Kong so effective teacher professional development programmes are urgently needed to enhance their knowledge and skills. An Integrative Model Teacher Professional Development Programme which incorporates three theoretical underpinnings (i.e., culturally responsive teaching, meaningful and pleasurable learning, and effective teaching of Chinese as a second language) is designed to equip preschool teachers with knowledge, skills, and awareness in teaching Chinese to ethnic minority students. Through qualitative interviews with 15 in-service preschool teachers who joined the Programme, teachers’ perceptions and changes in three theoretical areas of teaching Chinese to ethnic minority students were explored. Particularly, teachers increased their awareness of ethnic minority cultures, developed empathy with ethnic minority children and their families, gained knowledge of implementing culturally responsive teaching and meaningful and pleasurable learning of Chinese. The role of teacher sharing in effective professional development was highlighted.

Acknowledgments

The Integrative Model of Teacher Professional Development Programme is part of the PLEM (Social Service Professionals, School Leaders, Educators, and Multicultural Teaching Assistants) that was financially supported by the Hong Kong Jockey Club Charities Trust.

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes

1. Note: There are three grades (i.e., Nursery, Lower and Upper Classes in Kindergartens (K1 to K3)) in Hong Kong kindergartens. Kindergartens and kindergarten-cum-child care centres which are registered with Education Bureau provide services for young children aged from three to six years old in Hong Kong. The large majority of kindergartens adopt Cantonese as the major medium of instruction.

Additional information

Funding

This work was supported by the The Hong Kong Jockey Club Charities Trust.