Non-Chinese Speaking Students Teaching
1. Supporting Aims:
● Enhancing non-Chinese speaking students learning interest and ability
● Helping non-Chinese speaking students to adapt and integrate into local society
● Promoting non-Chinese speaking students’ understanding of Chinese culture ,also promoting their own culture in school, to enhance the understanding of different cultures, in order to achieve racial harmony
2. Scope of support:
Non-Chinese speaking students
3. Features of Support:
● In class support:
Our school will arrange teachers to provide in class support for non-Chinese speaking students. Therefore, students can improve their Chinese language skills, and build up a basic foundation in Chinese language.
● Conducting pull-out programs:
Our non-Chinese student’s courses were designed for the non-Chinese speaking students, which considered their cultural background, interests, learning styles and abilities. Students are taught and grouped by different kid’s stage. Our school utilized diverse teaching strategies in order to enhance students’ learning motivation and participation in the class.
Besides indoor classroom activities, our school will also arranges a variety of life-wide learning activities for non-Chinese speaking students,learning through real life situations and develop better Chinese language skills. Students could apply what they have learned through participate in local cultural activities, such as: reading Chinese instructions and street signs, conversation training about ordering in restaurant, “Dim Sum” at restaurants, in order to enhance their learning motivation of Chinese language. Our school suggested that learning through playing could enhance students’ understanding of Chinese culture and support students to adapt and integrate into local society as soon as possible.
Task-based language learning
(Learning Chinese outside the classroom experiences)
● Individual pull-out programs:
Diversified teaching methods such as task-based language learning, image-based literacy learning and learning from songs are used in the remedial and enhancement scheme.
Remedial and enhancement scheme could take care the learning features of each student and focus on the needs of students to increase the ability of Chinese learning.
● Setting up non-Chinese students teaching room:
A non-Chinese student classroom is set up in order to provide a Chinese language environment with ample textual stimulation. Students can get access to diversified learning resources and learn from texts in real-life.
● School-based literacy teaching kit
Combining the theory of second language learning and the self-learning strategies, the school has developed a school-based literacy teaching kit. Teachers design the teaching kit according to students’ characteristics, so as to improve the literacy of students. Moreover, “Different greetings in different cultures” teaching kit is designed to promote their own cultures.
School-based Chinese Character Teaching Kit
“Different Greetings in Different Cultures” Teaching Kit
● Home Learning Support
Our teachers designed a “Chinese vocabulary book” for non-Chinese speaking students to record the words they have learned in class and study at home.
Teaching videos of the smartphone text-to-speech function
● Paired reading program
Chinese speaking students and non-Chinese speaking students will read Chinese book together. They choose books based on their own interests and abilities and read to each other.
● Baseline assessment:
In order to understand students’ performance on vocabulary and reading, our school will apply Chinese Language Assessment Tool (for non-Chinese Speaking Students) to conduct pre-test and post-test for students.
● Progressive assessment:
Their use of Chinese language is assessed and followed up based on their class performance and assessment results.
● Summative assessment:
A comprehensive summative study and application assessment will be conducted at the end of each semester, in order to summarize the overall performance of non-Chinese speaking students. The results will be recorded in the report card.