Hong Kong preschool teachers’ utilization of culturally responsive teaching to teach Chinese to ethnic minority students: a qualitative exploration

ABSTRACT

The way culturally responsive teaching is employed in school settings in non-Western contexts is unclear. The question of how to teach Chinese effectively to ethnic minority (EM) children in Hong Kong has recently attracted much attention because their generally low level of Chinese language proficiency hinders their education and social integration. This study investigated teachers’ competence in utilizing culturally responsive teaching to teach Chinese to EM children in kindergartens. Focus group interviews were conducted with 43 teachers from 20 kindergartens. The results showed that teachers from kindergartens with a high concentration of EM children were more competent in adapting their teaching methods to cater for EM children’s learning styles and educational needs. However, teachers from low concentration kindergartens were less competent in incorporating multicultural elements in curriculum design and teaching materials. They demonstrated a more monocultural mindset in teaching Chinese to EM children. Teachers from high concentration kindergartens developed a better understanding of EM cultures, were more caring and had higher expectations of EM children. Implications for teacher education, school level and policy were discussed.

KEYWORDS:

• Culturally responsive teaching
• teacher expectation
• ethnic minority children
• Hong Kong kindergartens
• learning Chinese

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

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

Notes on contributors

Catalina Sau Man Ng

Catalina Sau Man Ng is an Assistant Professor in the Department of Early Childhood Education at the Education University of Hong Kong. Her research focuses on teacher education, programme evaluation, parenting, and child and adolescent health.

Wenyu Chai

Wenyu Chai is a Postdoctoral Fellow in the Centre for Child and Family Science at the Education University of Hong Kong. Her research works are related to pre-school education, teacher education and higher education.

Sing Pui Chan

Sing Pui Chan is an Adjunct Assistant Professor in the Department of Early Childhood Education at the Education University of Hong Kong. Her research focuses on young children’s literacy development, teaching and learning in early years. Her related works include an edited volume on storybook reading aloud to young children and a co-authored book about early childhood curriculum and instruction.

Kevin Kien Hoa Chung

Kevin Kien Hoa Chung is a Chair Professor of Child Development and Special Education and Director of the Centre for Child and Family Science at the Education University of Hong Kong. His reseach focuses on developmental dyslexia and learning disabilities, literacy acquisition, assessment and instruction, cognitive and social-emotional development, and inclusive education.