A study on the application of"Chinese+General Studies"in Chinese Language Teaching for non-Chinese-speaking primary students in Hong Kong
Non-Chinese-speaking(NCS)students in the Hong Kong SAR face both academic and language barriers in subjects where the medium of instruction is Chinese.Given that Chinese is not their first language,their limited proficiency can considerably hinder their academic performance.By adopting the"Content and Language Integrated Learning"(CLIL)model,this study develops Chinese language materials and learning strategies for Primary Three NCS students in Hong Kong.Focusing on the six key domains of the primary General Studies(GS)curriculum,the research promotes an interdisciplinary method that intertwines Chinese language learning with GS content.The innovative"Chinese+GS"classes will improve students'Chinese proficiency through subject learning and deepen their understanding of subject-related knowledge via targeted language input.This study serves a dual purpose:firstly,it seeks to challenge the traditional,prevailing language-only teaching approach for NCS students in Hong Kong by striking an equilibrium between the instruction of Chinese as both a"target language"and an"instrumental language,"which can nurture both language and cognitive development of students.Secondly,the study aims to make a meaningful contribution to the global discourse on Chinese as an international language,sharing insights and practical implications from Hong Kong's"Chinese+Other Subjects"instructional model.
non-Chinese-speaking primary students in Hong KongChinese+general studiescontent and language integrated learning4Cs framework
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