Targeted Individual Support for Ethnic Minority Preschoolers in the Silent Period in Learning Chinese

Abstract

The silent period is most frequently used to describe the period of second language (L2) acquisition where the learner displays no obvious language output. In Hong Kong, ethnic minority (EM) preschoolers face challenges on home, school and community levels in learning Chinese as a second language, meaning that for those in the silent period, it may particularly difficult to begin speaking Chinese, leading to slower language development. A support service was established, targeting EM preschoolers in Hong Kong who are experiencing the silent period in learning Chinese as a second language. Volunteer teachers conduct individual, one-to-one training with these preschoolers at their homes or at community centers. This study aims to explore the approximate length of the silent period for EM preschoolers in learning Chinese as a second language, comparing the effect of receiving the support as opposed to none, and identify perceived effective practices in the targeted individual support, using a mixed methods approach. Analysis on speaking scores of the Language Progression Framework (LPF) revealed that the average silent period without support lasted for approximately two years, which can be shortened by half a year with the support service. A case study on a preschooler and a semi-structured focus group interview with volunteer teachers revealed perceived effective practices including interesting activities and teaching materials, opportunities for social interaction with peers, establishing rapport between teachers and their preschoolers, and a positive attitude from parents in supporting their children in learning Chinese. Implications for EM preschoolers learning Chinese, integration with the local community, teaching practices and policy making are discussed.

Emergent bilingual children during the silent period: A scoping review of their communication strategies and classroom environments

“…Our investigation revealed an array of communication strategies (e.g., nonverbal communication, participation) used by emergent bilingual children during the early stage of L2 acquisition. Several included studies indicated that children's expressive language does not appear all at once but emerges incrementally (Cekaite, 2007;Ervin-Tripp, 1974;Gibbons, 1985;Saville-Troike, 1988;Tse et al, 2021). These findings align with existing literature on young children's capacity to generate alternative solutions to problems (Barnes et al, 2018;Lambert, 2001;Marulis & Nelson, 2021).…”

“…"Gamebased Learning" approach was used to leverage the immersive nature of video games for effective L2 instruction (Mfeka & Thomson, 2019). Additionally, "Targeted Individual Support" provides one-on-one L2 tutoring, emphasizing vocabulary growth and better communication skills (Tse et al, 2021).…”