English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

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.

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