Implementation of the Hong Kong language policy in pre-school settings

Leung, Cheung Shing Sam; Lim, Swee Eng Audrey; Li, Yuen Ling Joyce

doi:10.1080/03004430.2013.788816

Cited by 10 publications

(14 citation statements)

References 12 publications

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“…These results suggest that in the context of Hong Kong, caregivers tend to prioritize formal literacy activities that are deemed related to school progress and achievement. Consistent with previous work that indicates Hong Kong parents' demands for a rigorous academic curriculum to support children's entry to primary school (e.g., Leung et al, 2013), the emphasis on printrelated activities and schoolwork in the HLE reflect caregivers' priorities in preparing children to meet academic requirements and excel in school. In turn, caregivers may not be as active in activities beyond schoolwork, such as telling stories or reading for pleasure with their children.…”

Section: Discussionsupporting

confidence: 76%

“…The outpouring of criticism of the compulsory Chinese medium instruction policy for secondary schools in 1998 eventually led to the fine-tuning of the medium of instruction policy in 2010 (Tollefson and Tsui, 2018), reflecting the priorities placed on English language education by stakeholders such as parents and the business community. Owing to the marketdriven nature of the kindergarten sector in Hong Kong, parental preference for English further contributed to the push toward the early provision of English language teaching in schools amidst the implementation of the 'biliterate and trilingual' language policy (Leung et al, 2013).…”

Section: The Hong Kong Contextmentioning

confidence: 99%

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Home Literacy Environment and Children’s English Language and Literacy Skills in Hong Kong

Lau

Richards

2021

Front. Psychol.

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Emerging evidence has shown a positive association between the home literacy environment (HLE) and monolingual children’s language and literacy development. Yet, far fewer studies have examined the impact of the HLE on second language development. This study examined relations between the HLE and children’s development of English as a second language in Hong Kong. Participants were 149 ethnic Chinese children (80 girls; Mage = 59 months, SDage = 10 months) and one of their caregivers. Caregivers completed questionnaires about their family backgrounds and HLE and children were assessed on their English language and literacy skills. Findings revealed considerable variability in the types of literacy activities that caregivers were engaged in at home with their children. A series of multilevel regressions demonstrated that the HLE was differentially associated with English vocabulary, letter knowledge, phonological awareness, and word reading skills after controlling for child and family characteristics. Results highlight the importance of a literacy-rich home environment for children’s development of English as a second language and the need to support caregivers in providing a range of home literacy activities to facilitate different language and literacy skills.

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Section: Discussionsupporting

confidence: 76%

Section: The Hong Kong Contextmentioning

confidence: 99%

Home Literacy Environment and Children’s English Language and Literacy Skills in Hong Kong

Lau

Richards

2021

Front. Psychol.

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“…As shown in Table 4, the main or 'popular' issue faced by preschool teachers in ELT is English language proficiency. There are fourteen articles discussing this issue (Bernstein et al, 2021;Chu, 2014;Fauzi et al, 2021;Goh, 2019;Huang et al, 2019;Jacoby & Lesaux, 2019;Lai-Reeve et al, 2018;Leung et al, 2013;Mahmoud Ghoneim & Abdelsalam Elghotmy, 2015;Milton et al, 2020;Ng, 2015;Pink et al, 2013;Pollard-Durodola et al, 2012;Xiao et al, 2020). This issue usually occurs when English is not the mother tongue of the preschool teacher.…”

Section: Pollard-durodola Et Al (2012)mentioning

confidence: 99%

Preschool Teachers’ Issues and Beliefs in English Language Teaching: A Systematic Review (2012-2022)

Mohamad,

Mohamed,

Abu-Bakar

2024

EUROPEAN J ED RES

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<p style="text-align: justify;">The introduction of English language teaching (ELT) at the preschool level has been widely discussed by researchers. While most agree with ELT at preschool level, considerable issues are faced in learning a second, third, or foreign language. Therefore, this systematic review discusses the issues preschool teachers face in implementing ELT and their beliefs on how ELT should be applied to young children. Using three renowned databases, namely Scopus, Web of Science (WoS), and Educational Resources Information Centre (ERIC), 34 articles were extracted out of 85 articles, from 2012 to 2022, with exclusion and inclusion criteria taken into consideration. The findings of this study showcased eight main issues faced by preschool teachers in implementing ELT: English language proficiency, pedagogical skills, teacher perception, curriculum, teaching resources, training, socio-cultural, and classroom environment. In terms of preschool teachers' beliefs about ELT, there are four main issues: Bilingual education, children's characteristics, curriculum alteration, and teachers’ experience. Generally, these findings will guide teachers, responsible authorities, and researchers to acquire an overview of the actual issues that occur in the implementation of ELT in preschools as well as the appropriate measures to overcome them, starting from the preschool teachers' beliefs.</p>

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“…In their eyes, English has been credited with promoting upward social mobility and positioning Hong Kong as a worldwide financial and business hub. [7] As a result, reform of the academic English curriculum is demanded by parents so that their children can prepare for primary schooling [21]. Parents also exert pressure on kindergartens to provide children with skill-based practices including drilling, spelling, memorizing, and handwriting, which are in conflict with the Hong Kong government's pre-primary education strategy guide's aims.…”

Section: Parentsmentioning

confidence: 99%

Implementation of English Language Education Policy in Hong Kong Kindergartens: Perspectives of Stakeholders

Xun¹

2022

Advances in Social Science, Education and Humanities Research

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After Hong Kong's handover in 1997 and under the "one country two systems" model, education in Hong Kong underwent tremendous changes. Since then, there has been a heated debate about how English language education policy ought to be designed and promoted in Hong Kong. This paper chooses Hong Kong kindergartens as the setting of the study and uses a qualitative analysis tool. This paper explores (1) the situation of English language education in Hong Kong Kindergarten Education; (2) the implementation of English language education policy in Hong Kong kindergartens; (3) the challenges in the practical promotion of English language education policy in Hong Kong kindergartens. Based on the stakeholder theory, findings indicate that different requirements shown by stakeholders about curriculum design, teaching method, and education goal are the major factors of the tension between policies and practices. Policymakers' intentions, schools' standards, teachers' competencies and beliefs, and parental influence all impact the implementation process.

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Implementation of the Hong Kong language policy in pre-school settings

Cited by 10 publications

References 12 publications

Home Literacy Environment and Children’s English Language and Literacy Skills in Hong Kong

Home Literacy Environment and Children’s English Language and Literacy Skills in Hong Kong

Preschool Teachers’ Issues and Beliefs in English Language Teaching: A Systematic Review (2012-2022)

Implementation of English Language Education Policy in Hong Kong Kindergartens: Perspectives of Stakeholders

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