Article published In: Pedagogical Linguistics
Vol. 2:1 (2021) ► pp.1–29
Using R2L pedagogy in teaching practical writing to non-Chinese speaking students in Hong Kong
Published online: 1 February 2021
https://doi.org/10.1075/pl.20009.shu
https://doi.org/10.1075/pl.20009.shu
Abstract
Since Hong Kong handover, the language policy in Hong Kong shifts from diglossic bilingualism to bi-literacy and
trilingualism policy, balancing the status of English and Chinese with the mother tongue education policy. This policy shift has
inadvertently impacted non-Chinese speaking (NCS) students’ enrollment, whose limited mastery of Chinese language prevents them from the
mainstream schooling. Faced with this ethnically diverse and multilingual population, Applied Learning Chinese (ApL(C)) motivating practical
reading and writing in an applied learning context was proposed by Hong Kong Education Bureau as an alternative for second language
education. This study examines the effectiveness of “Reading to Learn, Learning to Write, R2L” pedagogy (Rose, D. (2012). Reading to Learn: Accelerating Learning and Closing the Gap. Sydney: The Reading to Learn Program.) in teaching Chinese practical writing to NCS students in Hong Kong with pedagogic interventions and Systemic
Functional analytical perspective. Semi-structured interviews were conducted to perceive students’ learning experiences with R2L pedagogy.
The finding suggests an increased meta-linguistic awareness of genre-specific writings after interventions to be empowered with a voice
against social inequity and be empathized with humanistic reflections.
Article outline
- 1.Introduction
- 2.Applied learning Chinese (ApL(C))
- 3.The reading to learn, learning to write (R2L) pedagogy
- 4.Methodology
- 5.Findings and analysis
- 6.Students’ learning experiences and expectation of applied Chinese writing
- 7.Discussion and conclusion
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