Objective
To promote multicultural inclusion and support the learning needs of non-Chinese speaking students, our school has established the Non-Chinese Speaking Teaching Support Scheme, which aims to:
- To enhance the interest and ability of non-Chinese speaking students in learning Chinese
- Assist non-Chinese speaking students to adapt and integrate into local society as early as possible
- To promote the understanding of Chinese culture among non-Chinese speaking students and to promote the racial cultures of non-Chinese speaking students in school so that students can understand the similarities and differences and achieve racial integration.
Summary of Support for Non-Chinese Speaking Students
Support features
1. Pull-out Group Counseling
We adopt a core principle of “task-based teaching” and fully consider the cultural background, interests, cognitive development, learning styles, and abilities of non-Chinese speaking students in curriculum design, developing school-based teaching content accordingly. We group students according to their learning stage, providing targeted guidance for non-Chinese speaking students in learning Chinese.
At the classroom implementation level, through diversified teaching strategies, students’ independent learning motivation and classroom participation are effectively improved.
Beyond the classroom, our school also arranges a diverse range of life-wide learning activities for non-Chinese speaking students. Under the guidance of teachers, students not only learn and apply Chinese language skills but also enhance the fun and practical nature of Chinese language learning through participation in various local cultural experiential activities (such as restaurant ordering dialogue training and Lunar New Year celebration parties). These activities not only help students apply what they have learned, but also deepen their understanding of Chinese culture, facilitating their adaptation and integration into local society.
Celebrate the New Year in your own unique way, collect seasonal supplies, and experience the festive atmosphere.
Non-Chinese speaking students in the secondary school group helped to purchase supplies for the activity according to the shopping list provided by the teacher
2. Individualized support
We utilize diverse teaching strategies (including task-based instruction, image literacy, and learning language through singing) to implement individualized, focused learning for students. By assessing students’ strengths and weaknesses and adopting a “strong-to-lead” strategy, we dynamically adjust teaching methods, content, and progress to suit each student’s learning strengths, effectively accommodating learning differences and fully developing their potential.
3. School-based literacy teaching materials package
Integrate second language learning theory with autonomous learning strategies to develop comprehensive school-based literacy teaching materials. Teachers design adaptive literacy materials based on student characteristics and implement a systematic teaching process to effectively improve students’ literacy skills.
4. Little Angel Reading and Music Companion Program
We select Chinese reading materials tailored to the interests and abilities of non-Chinese speaking students, arranging paired reading activities between Chinese-speaking and Chinese-speaking students. This extracurricular reading program, specifically designed for our non-Chinese speaking students, stimulates learning through diverse storytelling content. Selected reading materials cover common vocabulary and basic grammar, and are organized according to language difficulty levels, gradually increasing vocabulary and effectively cultivating a sense of the Chinese language. This immersive reading model not only strengthens non-Chinese speaking students’ Chinese language foundation but also systematically enhances their Chinese language proficiency.
Inclusive reading: Senior non-Chinese speaking students lead Chinese speaking students in primary school to read
5. Providing a performance platform for non-Chinese speaking students
Encourage non-Chinese speaking students to showcase their talents and promote communication. Through performances such as music, dance, reading, and recitation, non-Chinese speaking students can express themselves, enhance their self-confidence, and allow more people to understand their diverse cultural backgrounds.
On World Culture Day, non-Chinese speaking students wore traditional costumes and performed with Chinese speaking students.
Evaluate
- Baseline assessment
A pre-test of non-Chinese speaking students using the Chinese Language School Assessment Tool (for non-Chinese speaking students) was conducted to assess their literacy and reading abilities, and to formulate individualised learning support targets accordingly. - Progress assessment
Through systematic observation of NCS students’ classroom performance and analysis of internal assessment data, we continuously track and improve NCS students’ learning outcomes in Chinese Language. - Summative assessment
Summative assessments are conducted at the end of each semester to comprehensively evaluate the learning outcomes and application abilities of non-Chinese speaking students. Report cards are used to systematically record their overall performance throughout the academic year, serving as a complete summary of their learning outcomes for the academic year.