supporting ncs students in kindergartens to learn chinese...
TRANSCRIPT
Start from the beginning –Supporting NCS students in Kindergartens to Learn Chinese Language: Dynamic
Enrichment Learning Mode (DELM), Teaching materials and Pedagogies
Dr. LOH Ka Yee, Elizabeth
The University of Hong Kong
Dr. TO- CHAN Sing Pui, Tikky
The Education University of Hong Kong
*特此鳴謝樂施會、社創基金及瑞信贊助研究經費
*Special thanks to our sponsors: Oxfam Hong Kong, SIE Fund and Credit Suisse
Ms Wong Shek Hung
Hong Kong Programme Manager,
Oxfam
從起步開始—支援幼稚園非華語學童學習中文:動態的增潤課程、教材和教學法
兒童貧窮Children Poverty
Source︰2016年香港少數族裔人士貧窮報告Hong Kong Poverty Situation Report on Ethnic Minorities 2016
2016年香港貧窮情況報告Hong Kong Poverty Situation Report 2016
Every one out of 3 South Asian children lives in poverty
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33.6
23.4
17.2
0
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20
30
40
South Asian EM Overall HK Overall
%
全港學生人數Population of HK
Students
非華語學生人數No. of EM students
非華語學生所佔的百分比
% of EM students
幼稚園Kindergarten
184,032 12,240 6.7%
小學Primary
297,808 9,266 3.1%
中學Secondary
314,965 8,971 2.8%
總數Total
796,805 3,0477 3.8%
資料來源：《審核2017-18年開支預算》，議員提問編號19。(中小學指官立、津貼、按位津貼、直資學校。)Source: Audit of Expenditure (2017-18) Doc: EDB-2-c1.doc(Primary and secondary schools included Government, Aided, Caput and Direct-Subsidy schools)
2016/2017年非華語和全港學生人數EM and HK student population (2016/2017)
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參與專上教育Participation rate of post-secondary education
School attendance rates of EM aged 19-24 are comparatively low, particularly South Asian and Nepal.
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額外資源不覆蓋取錄7名或以下非華語生的幼稚園Extra subsidies do not cover kindergartens
which admit 7 or less NCS children
沒有官方的中文作為第二語言課程No Chinese-as-a-second-language
curriculum for kindergarten
沒有為幼師提供足夠的中文作為第二語言的專業培訓Lack of Chinese-as-a-second-
language training support to KG
teachers
政策Policy Gap
Good Chinese language proficiency can help to improve their SES
學不好中文，大大影響社交、社會融入、升學及就業出路
最終延續跨代貧窮
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從起步開始：幼稚園Start from the beginning: Kindergarten
教育局的《學前教育課程指引》已指出“幼兒期是語
言學習的黃金時期，語言發展和思維發展關係密切，
掌握好語文溝通能力，才能有效學習和思考。”（頁
28）。
According to “Guide to the Pre-primary Curriculum”,
Education Bureau has indicated that “Early
childhood is the golden period for language
learning.” There is a close relationship between the
development of language ability and thinking” (p. 28).
Golden age of
language learning
Information provided by Oxfam HK
中文作為第二語言的學習序列Learning sequence of Chinese as a second language (CSL)
中文不是非華語幼兒的母語，他們由零開始學起
EM kindergarteners learn CSL from zero
先培訓他們的說聽能力，再培訓他們的識字能力
Need to learn listening & speaking first, then the recognition of Chinese characters
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說聽Listening Speaking
識字Character
recognition
寫字Hand
writing
閱讀Reading
寫作Writing
計劃的重點Our objectives
•全港首次試行額外駐校中文教師，為貧窮少數族裔學生提供獨立中文第二語言增潤班Provide additional CSL enrichment courses
•研發一套適用於全港此類幼稚園的第二語言中文課程、教材、教學法和評估工具Develop CSL curriculum, teaching materials, teaching strategies &assessment tools which can be used by all kindergartens in HK
Information provided by Oxfam HK11
支援對象及模式Participants & Support Mode
K1 、 K2、K3非華語幼兒K1, K2, K3 EM kindergarteners
支援模式Support mode：• 中文能力評估
CL assessment• 觀察中文學習情況 (原班)
Classroom observation• 增潤班 (小組及個人)
Enrichment courses (group & individual)
幼稚園校長及老師Principals & teachers
支援模式Support mode ：• 教師培訓課程
Professional trainings for teachers
• 分享會Dissemination seminars
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互動增潤學習模式Dynamic Enrichment Learning Mode
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個人/二人學習時間Individual / pair learning time
小組學習時間Group learning time
原來的大班學習時間Ordinary whole class
learning time
幼兒口語發展研究Research of kindergarteners’ oral language
development
讀寫萌發Emergent literacies
識字理論Character learning
theories
變易理論Variation Theory
有效的中文第二語言學與教
Effective teaching & learning
of CSL
鷹架學習Scaffolding
第二語言學習Second language
learning theories
綜合高效識字Integrative Perceptual
Approach to learn
Chinese character
幼兒詞彙習得Vocabulary
Acquisition
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理論構架Theoretical framework
循序漸進朗讀進程Progressive read aloud process
朗讀故事名稱Title of the story
加上朗讀重覆句
Repeated sentences of the story
加上認讀故事中的高頻詞High frequency vocabularies
加上認讀常用字詞Commonly used vocabularies
加上朗讀重要情節Important plots
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適應期朗讀Adaptation period
覺察期朗讀Awareness period
學習期朗讀Learning period
其餘情節逐一加入朗讀Other plots
模擬動作 Simulation action
Observe teacher’s demonstration, simulate and explain actions described in the story
幫助幼兒理解故事內容或字詞的意思
增加課堂的趣味性，提升幼兒的專注力
增加幼兒聽說中文的機會，鞏固幼兒的理解
Enhance the EM students’ comprehension ability and attention
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聽說方面Listening & Speaking
利用圖片或實物幫助幼兒理解字詞的意思
Use pictures or objects to help EM students to
understand the meaning of the vocabularies
提供真實的學習經驗
Provide vivid learning experience
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聽說方面Listening & Speaking
音樂能加強幼兒的記憶
Music helps to enhance the sustainability of EM students’ learning
幼兒透過唱誦，容易記憶兒歌的字音和內容
EM students like singing very much. The melody helps them to acquire Cantonese tone, and to remember the content
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聽說方面Listening & Speaking
讓幼兒做小老師嘗試介紹故事或帶讀兒歌Pretend to be a teacher and tell stories or lead other students to sing songs
提供說話表達的機會幼兒投入分享或聆聽鞏固對故事的理解及記憶加強句子組織能力Provide more speaking opportunity to
consolidate their knowledge
聽說方面Listening & Speaking
鼓勵幼兒介紹自己畫的畫
激發與生活有關的心理詞彙
Retrieve EM students’ mental lexicons
豐富其識字量
有助幼兒掌握字彙的讀音和字形
Enrich students’ CL literacy and to learn the written form, the meaning and the pronunciation simultaneously
聽說方面Listening & Speaking
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因應幼兒的能力，提問不同層次的問題
結合幼兒的生活經驗，引領幼兒思考
Use different questioning skills to stimulate EM students’ cognitive thinking ability
照顧不同幼兒的能力及學習需要，讓每位幼兒在課堂上都有所得著
Cater for students’ individual difference
聽說方面Listening & Speaking
用遊戲帶動識字，如﹕音樂椅遊戲、找找看、拋豆袋遊戲
Learning through playing
幫助幼兒學習字詞的形音義
To learn the written form, pronunciation and meaning of vocabulary simultaneously
鞏固所學
To consolidate their knowledge
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識字方面Character learning
因應課題提取幼兒的心理詞彙，並用以改寫兒歌歌詞
Using EM students’ mental lexicons to re-write the children songs
擴闊及提升幼兒的識字量
Expand vocabulary
幼兒更容易學會其內容
Enhance the effectiveness of Chinese
character learning
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識字方面Character learning
綜合高效識字 IPA
利用漢字演變片段介紹部件
利用部件卡進行加法識字法活動
Learning Chinese components & structures
幫助幼兒建立部件的概念
幫助幼兒掌握字詞
初步讓幼兒認識字形結構
Better understand how Chinese characters are constructed25
識字方面Character learning
體驗式學習Experiential learning
以「做中學」的形式，親身參與其中
Provide vivid learning experience
提供深刻的學習經驗，有效加強記憶
Consolidate their knowledge
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評估工具Assessment
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內容 評估方法 項目
1. 字義測試 看字選圖Character meaning
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2. 字形測試 看圖選字Character recognition
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3. 字音測試 認讀法：Character reading
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4. 聯想字 心理詞彙Mental lexicon
三個主題水平參照形式(criterion reference)
5. 自由書寫 繪畫、書寫Free Writing
不設上限
• 研究結果顯示第一期（2015-2017）計劃成效非常顯著
• Significant improvement was observed in our 2015-2017 cohort, increasing from
字形、字音和字義上的掌握、認讀漢字的能力皆有進步
Improvement in orthography, phonetics and word recognition
書面詞彙量或詞性的配搭更靈活和更多樣化
Wider range of vocabulary and sentence patterns
反映幼兒表達其心理詞彙的動機有增長
Expanded mental lexicon and increased motivation
第一階段成果 Improvement of 1st cohort
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階段性成果 Progressive improvements
⊷ 日常的課堂觀察、定期的學習表現評估以及教師和家長的焦點小組訪談中得到的質性數據反映，參與計劃的非華語幼童在中文學習動機和進度兩方面都有顯著的進步：
⊷ Based on observations, assessments and parent interviews, the kindergarteners have significantly improved in terms of motivation and have been making good progress.
學習動機Motivation
● 學習中文的興趣和自信大增 (increased motivation)
● 更主動和積極用中文對答或提問 (enthusiastic in answering questions)
● 幼兒對自我要求提高了（如：寫字、認讀）(have higher expectations on oneself)
學習進度Progress
● K2學童已能基本明白老師用中文作出的指令，亦學會簡單的中文發音，對文字的結構和部首也有更深入的認識 (able to understand basic instructions, increased understanding on pronunciation, character structures and components)
● K3學童的認字量增加不少，能用中文與班上的華語生溝通或回答老師的提問(increased vocabulary items and able to communicate in Cantonese)
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政策倡議 Policy Advocacy
從幼兒的語言黃金期入手，為非華語學生打好中文基礎To support EM children’s Chinese learning at the golden age of language learning period
提供增潤式中文學習時段Provide
Chinese
immersion
教育局編寫中文作為第二語言課程The EDB should
provide a
comprehensive
Chinese-as-a-
second-language curriculum
額外資源必須覆蓋全部非華語幼兒Extra subsidies
should cover all
NCS children
為幼教同工提供足夠專業培訓Provide
professional
training support to
KG teachers
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歡迎教育局接納意見Appreciation to the Education Bureau
為幼稚園提供額外資源支援非華語幼兒Extra subsidies to
KG with NCS
children
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為幼教同工提供足夠專業培訓Provide
professional
training support to
KG teachers
歡迎教育局接納意見Appreciation to the Education Bureau
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Thank you!