Using ‘Reading to Learn’ (R2L) pedagogy to teach discussion genre to non-Chinese-speaking students in Hong Kong
| Autor: | Chung Pui Tai, Mark Shui Kee Shum, Dan Shi |
|---|---|
| Rok vydání: | 2016 |
| Předmět: |
060201 languages & linguistics
Semi-structured interview Linguistics and Language Minority group media_common.quotation_subject Teaching method 05 social sciences Ethnic group 050301 education 06 humanities and the arts Language and Linguistics Education Disadvantaged Reading (process) 0602 languages and literature Pedagogy Mathematics education Chinese language Psychology 0503 education Composition (language) media_common |
| Zdroj: | International Journal of Bilingual Education and Bilingualism. 21:237-247 |
| ISSN: | 1747-7522 1367-0050 |
| DOI: | 10.1080/13670050.2016.1159653 |
| Popis: | Non-Chinese-speaking (NCS) South Asian students, as ethnic minority group in Hong Kong, are the main disadvantaged social cohort in Chinese language learning. It has been a challenge for L1 Chinese teachers to conduct L2 Chinese teaching to NCS students with diversified native languages and socio-cultural backgrounds. ‘Reading to Learn, Learning to Write’ (R2L) pedagogy has proven effective in L2 English teaching to aboriginal students in Australia and has been focusing on teaching English in other parts of the world [Rose, D., and J. R. Martin, 2012. Learning to Write, Reading to Learn: Genre, Knowledge and Pedagogy in the Sydney School. London: Equinox]. The current study aims to explore the effectiveness of ‘R2L’ pedagogy to teach Chinese written composition of discussion to NCS students in Hong Kong. Through in-class teaching, data were collected from classroom observation and pre/post-tests in order to understand the performance of NCS students in Chinese written composition before and after ... |
| Databáze: | OpenAIRE |
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