Zobrazeno 1 - 10
of 20
pro vyhledávání: '"Pik-Fong Tsui"'
Publikováno v:
Theory and Practice in Language Studies. 11:595-605
The silent period is most frequently used to describe the period of second language (L2) acquisition where the learner displays no obvious language output. In Hong Kong, ethnic minority (EM) preschoolers face challenges on home, school and community
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::f230b1c3c9bc09f889ba11ada419a774
https://doi.org/10.17507/tpls.1106.02
https://doi.org/10.17507/tpls.1106.02
Publikováno v:
Open Journal of Social Sciences. :137-150
Parent involvement has been found to be vital to children’s school success, as such, it is important to find ways to engage parents in students’ learning activities, especially for those who came from culturally diverse background. This paper pre
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::a06eed526a5755271cbb9eb6f104352f
https://doi.org/10.4236/jss.2021.92009
https://doi.org/10.4236/jss.2021.92009
Publikováno v:
Open Journal of Social Sciences. :494-509
This study aimed to define the roles played by Multilingual Learning Facilitators (MLFs), a novel post created to facilitate non-Chinese-speaking (NCS) pre-schoolers in learning Chinese in Hong Kong, based in community agencies. Qualitative analysis
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::cc42f812c47760df049099ff6fa925f8
https://doi.org/10.4236/jss.2021.91035
https://doi.org/10.4236/jss.2021.91035
Publikováno v:
International Journal of Early Years Education. 30:355-368
Chinese as the medium of instruction (MOI) is used across the curriculum for early childhood education in Hong Kong; however, kindergartens with non-Chinese speaking (NCS) students adopt different ...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::3e611dcf0e9442d1eb7cdaf56091cbfd
https://doi.org/10.1080/09669760.2020.1863191
https://doi.org/10.1080/09669760.2020.1863191
Autor:
Heiken To, Lu-Sai Lam, Shek Kam Tse, Kam-Fong Wu, Victor Laing, Emily Y. W. Pang, Pik-Fong Tsui
Publikováno v:
Creative Education. 11:2069-2095
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-Sc
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::64d1f42f83a0782c04842bc81efcd540
https://doi.org/10.4236/ce.2020.1110151
https://doi.org/10.4236/ce.2020.1110151
Autor:
Daniel T. L. Shek, Pik Fong Tsui
Publikováno v:
The Scientific World Journal, Vol 2012 (2012)
This study attempted to examine the relationship between poverty and adolescent developmental outcomes in the family and personal domains in 3,328 Chinese secondary school students in Hong Kong. Developmental outcomes included positive youth developm
Externí odkaz:
https://doaj.org/article/31539277411d434aa181424c557bcc78
Publikováno v:
Journal of Language Teaching and Research. 12:234
A professional teaching development programme was established to equip multicultural teaching assistants (MTA) with skills and knowledge to teach non-Chinese speaking (NCS) preschoolers in Hong Kong. To evaluate if MTAs are perceived to be able to pe
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::0a69a21b9f0fd62bf9a4bbad9ceb36f6
https://doi.org/10.17507/jltr.1202.03
https://doi.org/10.17507/jltr.1202.03
Publikováno v:
Journal of Language Teaching and Research. 12:183
Learning Chinese as a second language is challenging for non-Chinese speaking population in Hong Kong. In order to facilitate the Chinese learning of this group of people, understanding their trajectory of Chinese language development is crucial. The
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::7955b6e7c26b58f50d6a7f6054f0412d
https://doi.org/10.17507/jltr.1201.20
https://doi.org/10.17507/jltr.1201.20
Publikováno v:
Theory & Practice in Language Studies (TPLS); Jun2021, Vol. 11 Issue 6, p595-605, 11p
Publikováno v:
Journal of Language Teaching & Research; Mar2021, Vol. 12 Issue 2, p234-244, 11p