非华语幼儿教育是香港幼儿教育其中一个重要环节。非华语幼儿愈早学习中文，对他们日后的学习与融入社会愈有帮助。教育局由2017/18学年起实施新的幼稚园教育政策，当中加强了幼稚园对其非华语学童的支援。为配合教育计划的推展，教育局加强教师培训及校本专业支援，提升教师支援非华语幼儿学习中文的能力，加强他们对相关理论、知识和技巧的认识和应用。

非华语幼儿教师培训

非华语幼儿的学与教－幼稚园教师专业发展课程

双语阅读2023（BR2023）为研究儿童中英文阅读能力、习惯和态度的趋势，以及评估香港与读写能力有关的政策和实践的系列中的第六次研究。 BR研究系列采用了国际教育成就评估协会（IEA）的国际阅读素养进展研究（PIRLS），该研究提供了全球四年级儿童阅读能力的比较数据。香港的PIRLS评估进行的是对中文的研究，BR研究进而测试中文和英文的阅读能力。

将有约40名校长、80名中文和英文教师、2400名家长和2400名小四学生参与BR2023研究。有关学生的阅读成绩、人口背景、家庭支持、学校政策、课程和课堂实践的基线数据将被汇集到背景数据库中；再辅以资料收集与研究参考小组，进行数据的整合与分析，从而得出教育政策和实践（如阅读教学方法）对学生阅读成绩影响的评估。

为了解香港双语读写能力在二十年间的变化，BR2023研究将结合之前的BR2004、BR2007、BR2010、BR2013和BR2016研究进行大规模的追踪、历时描述与比较。 BR2023有三个目标。

首先，通过添加新的动机量表，本研究将检测阅读成绩、参与度和动机之间的关系，以探究香港学生一直以来在阅读中出现的高分低动机现象。

其次，本研究还将检验中文和英语在策略运用对阅读表现的影响，从而探究可能提升二语习得的方法。

最后，本研究还将探讨小学课程和中文课堂中的教学媒介语如何影响双语阅读表现，为将来制定关于教学媒介语的政策与决策提供实证依据。

总而言之，BR2023就提升双语阅读素养的议题提供反思决策的研究成果；对于政策制定者、课程规划者、阅读教材和评估设计者、家长，乃至学生，都将受益。

钟竹梅博士获得大学教育资助委员会（UGC）「优配研究金」[1] 的资助，由2023年1月起进行为期两年的研究，共同研究人员包括林苇叶博士、吴鸿伟博士。

[1] https://www.ugc.edu.hk/eng/rgc/funding_opport/grf/

(大学教育资助委员会) 20年的实证研究数据：第六次香港小学四年级学生中文和英文阅读素养进展研究（2023年）及提升阅读教学质量的方法和策略研究

数学学习领域的研究发现，幼童的数字能力往往关系到他们以后的数学成绩及职业成功，而家长跟幼童的数字对话则能促进幼童的数学学习。究竟哪些类型的数字对话在促进幼童数学学习方面的效果更好，目前少有研究关注。最近有证据显示，如果家长能够鼓励幼童运用数学知识解决日常生活中的问题，幼童的数学成绩就会提升。

在本研究计画中，我们把家长在日常生活中鼓励幼童运用数字知识的谈话定义为“家长的数字应用对话”，我们推测，这种对话可能有助于幼童的数字学习。为了验证这种推测，我们计画对幼稚园儿童及家长实施两项介入研究。两项研究中都包含三个亲子组合：数字应用对话组、非应用数字对话组和安慰剂控制组。

研究一是一项包括159个亲子组合的简短介入实验，研究二则是一项包括180个亲子组合的长期介入实验。我们期待这两项实验的研究发现可以帮我们找到促进幼童数学学习的方法，以及如何在亲职教育中透过亲子互动帮助幼童学习数学的有效途径。

张晓博士获得大学教育资助委员会（UGC）「优配研究金」[1] 的资助，由2023年1月起进行为期三年的研究，共同研究人员包括Dr. Liu Cuina, Prof. Wang Shu Qing 和 Miss Zou Xin Zhuo。

[1] https://www.ugc.edu.hk/eng/rgc/funding_opport/grf/

(大学教育资助委员会) 透过家长的数字应用对话提升幼童的数字学习能力

This QTN-E&amp;T project is an extension of our current project Empowerment and Transition – Supporting Teachers to Promote Multicultural Students’ Chinese Learning in Primary and Secondary Schools (賦權授能.銜接向上 ─ 支援中小學教師提升多元文化學生中文學習能力), funded by Education Bureau from 2020 to 2022, followed by Quality Education Fund Thematic Network from 2022 until now. For details, please visit the project website (<a href="https://ethku.hku.hk/tc/" target="_blank" rel="noreferrer noopener">~Link</a>)

The current project aims to develop a training model that provides knowledge, skills, and attitudes that teachers need to ensure the successful transition from primary to secondary schools for non-Chinese speaking (NCS) students.

Based on our current training model and support, we will continue to employ this successful training model to support teachers in need and equip them with the knowledge and skills needed for teaching NCS students.

The Project period runs from September 2022 to August 2023 funded by Quality Education Fund Thematic Network*. Dr. HC Lin, member of the CACLER, applied and mentioned the Centre as part of the research infrastructure. The co-investigators are Dr. CM Cheung, Dr. CP Tai and Prof. WH Tsang.

* The QEF Thematic Network was initiated in 2006 to disseminate good practices derived from QEF projects and promote professional sharing through networking different schools and educational bodies. For details, please visit the QTN website [<a href="https://qcrc.qef.org.hk/en/fund/activity.php?cate=4" target="_blank" rel="noreferrer noopener">~Link</a>].

(优质教育基金主题网络计划) 赋权授能.衔接向上 ─ 支援中小学教师提升多元文化学生中文学习能力

Due to the success of the Growth-2 project (2019-22), the Project Investigator was invited by QEF to implement QEF Thematic Network to further promote professional sharing and good practices to the wider community in the upcoming year.

The Growth-2 project initiated a thorough and comprehensive study to untangle the barriers that P.1 multicultural students face during transition. Through the Teacher Learning Community and Professional Development programme, kindergarten and primary school teachers were equipped with and encouraged to enhance their teaching of literacy ability, integrate reading and writing, and make use of picture books. In particular, through picture book reading, students were encouraged to know better their primary schools, build self-reliant abilities as well as discuss their transition problems so as to form the solutions to understand and handle their worries and difficulties. Efforts were made to enhance the Chinese ability of P.1 multicultural students to promote smooth transition.

The Project period runs from September 2022 to August 2023 funded by Quality Education Fund Thematic Network*. Dr. WM Cheung, member of the CACLER, applied and mentioned the Centre as the major part of the research infrastructure. The co-investigators are Prof. Hector W. H. Tsang, Dr. Zhang Xiao and Dr. Lam Ho Cheong.

* <a href="https://qcrc.qef.org.hk/en/fund/activity.php?cate=4">https://qcrc.qef.org.hk/en/fund/activity.php?cate=4</a>

成长易

(优质教育基金主题网络计划) 成长易：高效能多元文化中文学习及幼小衔接

2021年，本中心受澳门特别行政区教育及青年局（DSEDJ）邀请为「全球学生阅读能力进展研究」（PIRLS） 2021（第4阶段）提供咨询和研究服务。这个为期半年的项目由许守仁博士、吴鸿伟博士带领，旨在确保研究过程和质量都符合「国际教育成绩评估协会」（IEA）在PIRLS 2021所要求的标准。咨询和研究包括：分析澳门整体学生的阅读素养数据、与PIRLS 2016 [1] 结果进行比较、提供学校报告及期末报告架构咨询等，并提供专业知识和建议，从旁协助检视澳门小学学生阅读素养，客观评估小四学生的阅读能力，作为学校改革阅读课程、改进教师教学方法。

澳门特别行政区于2016年首次参与PIRLS，当时教青局邀请了中心谢锡金教授及其团队参与其中，设立PIRLS 2016的研究架构，分享香港地区参加PIRLS研究的成功经验，并就着PIRLS 2016的研究结果设计《阅读能力教学及评估资源套》。此外，谢教授亦曾获邀出席台湾「国际阅读教育论坛」[1]，交流及分享香港在阅读教学的成功经验。中心曾出版不少与PIRLS研究相关的著作，其中包括：《<a href="https://www.cacler.hku.hk/hk/publication/books/pirls-book">儿童阅读能力进展：香港与国际比较</a>》、《<a href="https://www.cacler.hku.hk/hk/publication/books/pirls-book-1">京港语文教育研究前沿丛书：提升儿童阅读能力到世界前列（简体版）</a>》、《<a href="https://www.cacler.hku.hk/hk/publication/books/assessments-and-methods-related-to-the-modern-development-of-bilingual-reading-ability">现代双语阅读能力发展评估与方法：从新加坡和中国香港的经验出发</a>》。

[1]&lt;<a href="https://portal.dsedj.gov.mo/webdsejspace/internet/Inter_main_page.jsp?id=53037">https://portal.dsedj.gov.mo/webdsejspace/internet/Inter_main_page.jsp?id=53037</a>&gt;

&lt;<a href="https://portal.dsedj.gov.mo/webdsejspace/internet/Inter_main_page.jsp?id=74239">https://portal.dsedj.gov.mo/webdsejspace/internet/Inter_main_page.jsp?id=74239</a>&gt;

[2]「国际阅读教育论坛」: &lt;https://www.cw.com.tw/article/5003210&gt;

澳门全球学生阅读能力进展研究（PIRLS 2021）

「全球学生阅读能力进研究（澳门）」(PIRLS 2021) 第四阶段之研究及顾问服务

计划旨在配合中文课程的要求及国际读写能力评估的需要，提高小学生的线上阅读能力。

目标包括：

- 根据本港小学的第一学习阶段(KS1)、第二学习阶段(KS2)课程和学习与评估的要求，全面调查小学生中文线上阅读的现状和挑战

- 为本港小学生提供一套互动的、以评估促进学习的中文线上阅读资源

- 培养骨干教师，提高教师对培养和评估学生中文线上阅读能力的专业水平

- 建立教师专业学习圈（professional learning circle），共同研讨线上阅读的学与教

钟竹梅博士获得优质教育基金 (QEF)的资助，由2022年5月起进行为期两年的研究，共同研究人员包括林苇叶博士、吴鸿伟博士。

双轨阅读

(优质教育基金) 构建数码阅读平台提高小学生线试阅读能力

该研究项目旨在：

(1) 为当前的影像可视化技术添加功能

(2) 创建用于评估、反馈和反思的影像可视化增强微教学模型

(3) 培养学生的课堂谈话能力

(4) 提高学生的反思能力

(5) 培养学生的核心教学实践

(6) 在教育学院内外传播影像可视化增强微格教学模式。

中心副总监林金锡博士获得教学发展补助金 (TDG) [1] 的资助，由2022年5月起进行为期15个月的研究，共同研究人员包括许守仁博士、陈高伟博士、颜妙如女士。

[1] <a href="https://tl.hku.hk/staff/teaching-development-grants/">https://tl.hku.hk/staff/teaching-development-grants/</a>

(教学发展补助金) 通过影片视觉化发展准教师的课堂谈话能力

许多面对读写困难的学童都因为读写能力不足而令其学业成绩未如理想，在将来就业时亦可能需要克服种种挑战，以致错失人生的不同机会。 更甚的是，香港的中、英文双语教学环境使他们在学业上的负担更为沉重。 过往的研究发现，对以中文作为母语的学童而言，他们的中文阅读能力能够预测其英文阅读能力。 因此，在教导患有读写障碍的华语学生不同的阅读技巧时，这些阅读策略皆以中文为主。 然而，中文为意音并重的语素文字，以汉字为基础，英文则为表音文字，以拉丁字母为基础。 两者的书写系统不同，所要求的认知技巧亦有显著的差异。 故此，理论上，提升中文阅读能力的策略应难以直接应用于改善英文阅读能力上。 过往绝少有针对患有读写障碍的华语学生发展英文读写能力的研究，所以本计划将启动两项研究以验证上述推论，并为患有读写障碍的华语学生在培养英文读写能力的 过程中，订立合适的支援及辅助建议。 研究一将以初小学生作为研究对象，探究语音技巧如何预测患有读写障碍的华语学生的英文阅读表现。 研究二将尝试两种有关语音技巧的阅读策略，并找出它们对改善不同组别患有读写障碍的学生中文水平的成效。 参与研究一的学童将会接受语音意识或语音技巧的训练。 在训练结束后，研究团队会评核他们的英文读写能力及相关的阅读技巧，以检视训练成效。 由于诊断读写障碍只需考虑第一语言的能力，本研究将让我们深入了解患有读写障碍的华语学童在学习英文上的情况。 了解这个关连后，便能够按他们的语音意识水平而订立有效的英文学习介入方案。

rickytso grf 2022-23

(大学教育资助委员会) 中文读写障碍的不同类别如何影响患读障的儿童学习英语阅读

<img alt="" src="/site/assets/files/5881/image.png" width="589" />

计划旨在探究信息处理能力对本科生学术写作的影响以及从读写能力发展的角度看，从中学教育到高等教育的过渡在多大程度上是成功的。

目标包括：

- 研究篇章综合能力对本科生学术写作成绩的影响

- 构建篇章综合能力的理论框架

- 提供中文读写水平从中学向大学过渡的信息

- 为中学和大学教师的多文本阅读理解和写作技能教学提出建议，以缩小两个教育层次之间的差距

钟竹梅博士获得语文教育及研究常务委员会 (SCOLAR)的资助，由2021年10月起进行为期两年的研究。

This SCOLAR R&D project aims to investigate the effects of discourse synthesis skills on academic writing performance of undergraduate students; to further validate the theoretical framework of discourse synthesis skills; to provide information of the transition of Chinese literacy level from secondary to tertiary education; and to propose suggestions for teaching multiple-text reading comprehension and writing skills to both secondary and tertiary education teachers, so as to bridge the gap between the two educational levels.

语常会研究与发展资助项目2021-22

奠定学术生涯成功的基础：发展大学本科生在中文教育学科领域中跨文本的信息处理能力

Since the onset of the Covid-19 pandemic, it created a great deal of challenges to pre-service Chinese teachers, as they were not prepared for the sudden changes to online teaching. It is not very obvious to many pre-service teachers how Chinese reading can be taught interactively online. Many pre-service Chinese language teachers have not received training to teach online, and their lack of online learning experience also creates a barrier that prevent them from developing creative and effective online reading lessons.

Besides, the government proposed STEM education for the first time in the 2015 Policy Address (Education Bureau 2016). According to the latest CLEKLAG (P1-S6) 2017, there are about 8 Key Learning Area Curriculum Guides. These include:

1.Opening learning materials and attaching importance to classic readings

2.Broadening the scope of reading, increasing the amount of reading, and enhancing the depth of reading

3.Cooperating with the development of information technology education, and enhancing the effectiveness of learning and teaching in Chinese language. The above information reflects that the Education Bureau emphasizes reading and technology application in Chinese language education. It also promotes the good use of information technology for boosting learning and teaching through online and blended modes.

The Project aims to:

1. To develop an online model of skill-based training for increasing interactions, feedback, and reflection

2. To increase students’ knowledge of theories and practices in teaching Chinese reading through online and blended modes

3. To enhance students’ capacities of using technological tools for teaching reading online

4. To develop reflective teachers through peer-reviewing and reflection

The Project period runs from April 2021 to November 2022 funded by University Grants Committee (UGC) [1]. Dr. HC Lin, member of the CACLER, applied and mentioned the Centre as part of the research infrastructure. The co-investigators included Dr. SY Hui.

For the further information and resources, including developing lesson plans and learning material, please download and refer Dr. HC Lin's personal website 中文閱讀寫作研究室 Chinese Literacy Lab [2].

[1] https://www.ugc.edu.hk/eng/ugc/index.html

[2] https://chineseliteracylab.com/enhancing-micro-teaching-through-peer-review-and-reflection/

(大学教育资助委员会) 提升准教师线上教授中文阅读的能力

Alongside a paradigm shift towards practice-based learning in teacher education, micro-teaching is an increasingly important pedagogical approach to developing preservice teachers’ core professional knowledge. However, in the current design of BBED 4202: Pedagogy II: Teaching Chinese in Putonghua and Teaching Putonghua, two areas have not been addressed well. First, peer assessment is not reviewed by the students who receive it. Second, while reflection prompts are provided, the quality of reflection also varies, so it is not clear if students develop the skills necessary to becoming reflective practitioners.

To address the above two issues, the proposed project will therefore develop a technology-enhanced micro-teaching model, incorporating two activities – peer review and reflection – that have previously been found highly beneficial to the development of preservice teachers’ practical knowledge. For more details, the specific objectives are as follows:

1. To develop a technology-enhanced microteaching model for assessment and feedback;

2. To facilitate students’ development of core teaching practices;

3. To develop students’ skills at peer-reviewing via microteaching;

4. To cultivate reflective preservice teachers; and

5. To disseminate the developed technology-enhanced microteaching model within and beyond the Faculty of Education.

The Project funded by Teaching Development Grant (TDG) [1], which has been completed at the end of August 2022. Dr. HC Lin, member of the CACLER, applied and mentioned the Centre as part of the research infrastructure. The co-investigators included Dr. SY Hui.

For the further information and resources, please download and visit Dr. HC Lin's personal website 中文閱讀寫作研究室 Chinese Literacy Lab [2].

[1] https://tl.hku.hk/staff/teaching-development-grants/

[2] https://chineseliteracylab.com/enhancing-micro-teaching-through-peer-review-and-reflection/

(教学发展补助金) 透过同侪互评与反思增强微格教学

The project aims to provide teachers with practical knowledge and materials, and to enhance their professional capabilities in catering for the learning needs of non-Chinese speaking students (NCS) in local primary and secondary schools.

The deliverables shall be developed on the base of the following questions:

(a) What are the difficulties that NCS students with different languages and cultural backgrounds encounter in learning Chinese Language? How can these difficulties be addressed through effective curriculum planning and classroom teaching in schools?

(b) How can teachers develop school-based Chinese Language curriculum with reference to the Chinese Language Curriculum Second Language Learning Framework to cater for learner diversity?

(c) How can teachers employ varied strategies (including learning, teaching and assessment) to bring about meaningful and progressive language learning for NCS students with different languages and cultural backgrounds?

To fulfil the objectives, the project team is required：

(1) To carry out collaborative curriculum planning and lesson tryout activities (including lesson planning, observation and feedback) for NCS students' Chinese learning with at least 2 local schools (Participating schools)

(2) To provide professional development activities for Chinese Language teachers including 4 professional exchange activities between Participating schools and other schools, and / or focus group meetings with Chinese Language teachers; and 8 training sessions in different modes for local Chinese Language teachers

(3) To submit a set of teaching reference materials with a written manual after consolidating the practical knowledge and materials developed in the project

The Project period runs from January 2021 to July 2022 with a grant of over $1,299,347 funded by Chinese Language Education Section (CDI), Education Bureau [1]. Dr. SY Hui, member of the CACLER, applied and mentioned the Centre as the major part of the research infrastructure. The co-investigator is Dr. CP Tai.

[1] https://tel.directory.gov.hk/0105002242_ENG.html

透过中文第二语言学习架构为跨语言学习者发展多元中文教学策略

The CACLER has continuously raised its own profile by enhancing the policy impact through extensive high-quality research. Mention must be made on the eighth rounds of in-depth analyses service since 2014 on the scripts covering 4 key stages (Primary 1 to Secondary 6) sampled from schools’ use of the "Chinese Language Assessment Tools for NCS students" in conjunction with the "Learning Framework"[1] with a view to investigate Chinese language performance of NCS students in reading and writing domains. The analyses in this year will need to facilitate the consolidation and comparison of data and findings of previous analyses from 2013/14 to 2020/21 with supporting data and evidence to track the learning progress.

The cross-year report, one of the deliverables, will help the policy maker to identify trends / gaps and areas of strengths and weaknesses of NCS Students in general in learning the Chinese language at each key stage, as compared to the basic competencies of typical Chinese-speaking students in terms of what they could do in the domains of writing and reading Chinese for each ability group broadly referred to as High, Medium and Low on a territory-wide basis in Chinese proficiency at each of Key Stage (Primary 1 to Secondary 6). It will also provide recommendations for relevant key stakeholders of the public school sector and policy implications, if any.

The Project Team is required to provide services on analysing the scripts covering 4 key stages (P1 to S6) sampled from schools' use of the "Assessment Tools" in the 2020/21 school year, compare NCS Students' performance in the current school year with previous cohorts since 2013/14, and conduct a Case Study to achieve the following objectives:

(i) To understand the overall performance and track the progress of NCS Students in learning the Chinese language under the enhanced support measures;

(ii) To identify trends/gaps and areas of strengths and weaknesses of NCS Students in learning Chinese in general;

(iii) To raise recommendations for relevant key stakeholders of the public school sector and policy implications at the system level; and

(iv) To identify effective school practices in enhancing NCS Students' learning effectiveness in learning Chinese and the contributing factors thereof for reference of other schools.

This is the eigth round of this analyses service project since 2014, which was led by <a href="https://www.cacler.hku.hk/hk/research/project/provision-of-services-on-analyses-of-the-learning-performance-in-chinese-language-of-non-chinese-speaking-ncs-students-in" target="_blank" rel="noreferrer noopener">Prof. SK Tse in the first three rounds (2014, 2015 &amp; 2016)</a> and then by Dr. SY Hui starting from 2017.

Dr. Rex Ng and Dr. Celinda Chu joined the Project as co-investigators since 2021.

[1] "Learning Framework" refers to "Chinese Language Curriculum Second Language Learning Framework".

中小学非华语学生中文学习表现分析 （2017, 2018, 2019, 2020 与 2021 年度）

Following the success of the teacher training service last year, we have been re-invited by Education and Youth Affairs Bureau of Macau to continue to provide seven teacher training service on teaching and assessment of Chinese reading in 2020.

Outline of teacher trainings in 2019 and 2020:

<table border="1" cellpadding="1" cellspacing="1" style="width:500px;">
	<tbody>
		<tr>
			<td> </td>
			<td style="text-align:center;">課程名稱 (2020)</td>
			<td style="text-align:center;">內容概要</td>
		</tr>
		<tr>
			<td>1</td>
			<td>
			「閱讀課程與教學」工作坊
			</td>
			<td>
			<ul>
				<li>閱讀課堂的特點；</li>
				<li>如何分閱讀文本；</li>
				<li>閱讀理解的提問技巧。</li>
			</ul>
			</td>
		</tr>
		<tr>
			<td>2</td>
			<td>
			「應用閱讀策略於課堂教學」工作坊
			</td>
			<td>
			<ul>
				<li>基礎的閱讀策略；</li>
				<li>如何應用閱讀策略於課堂教學，提升閱讀的效能。</li>
			</ul>
			</td>
		</tr>
		<tr>
			<td>3</td>
			<td>
			「閱讀評核」工作坊
			</td>
			<td>
			<ul>
				<li>認識國際閱讀能力水平測試的基本理念和評核架構；</li>
				<li>以國際閱讀能力評核架構來命題；</li>
				<li>分析閱讀能力評核項目。</li>
			</ul>
			</td>
		</tr>
		<tr>
			<td>4</td>
			<td>
			應用資訊科技於閱讀教學
			</td>
			<td>
			<ul>
				<li>試用閱讀能力水平測試的電子版本；</li>
				<li>試用閱讀能力水平測試的電子平台；</li>
				<li>分析教學示例、設計活動。</li>
			</ul>
			</td>
		</tr>
	</tbody>
</table>

<hr />
<table border="1" cellpadding="1" cellspacing="1" style="width:500px;">
	<tbody>
		<tr>
			<td> </td>
			<td>
			課程名稱 (2019)
			</td>
			<td>
			內容概要
			</td>
		</tr>
		<tr>
			<td>1</td>
			<td>
			說故事的方法與技巧工作坊
			</td>
			<td>
			<ul>
				<li>閱讀故事與兒童閱讀能力與認知發展的關係；</li>
				<li>豐富說故事內涵的方法；</li>
				<li>營造良好閱讀氣氛的技巧。</li>
			</ul>
			</td>
		</tr>
		<tr>
			<td>2</td>
			<td>
			「多元識字與評核」工作坊（小學教育）
			</td>
			<td>
			<ul>
				<li>識字教學的理論</li>
				<li>有效識字的教學策略；</li>
				<li>小學識字教學課堂活動設計與評核方法。</li>
			</ul>
			</td>
		</tr>
		<tr>
			<td>3</td>
			<td>
			「閱讀課程與教學」

			工作坊
			</td>
			<td>
			<ul>
				<li>閱讀課堂的特點；</li>
				<li>如何分閱讀文本；</li>
				<li>閱讀理解的提問技巧。</li>
			</ul>
			</td>
		</tr>
		<tr>
			<td>4</td>
			<td>
			「多元識字與評核」工作坊（幼兒教育）
			</td>
			<td>
			<ul>
				<li>識字教學的理論</li>
				<li>有效識字的教學策略；</li>
				<li>幼兒識字教學課堂活動設計與評核方法。</li>
			</ul>
			</td>
		</tr>
		<tr>
			<td>5</td>
			<td>
			「應用閱讀策略於課堂教學」工作坊
			</td>
			<td>
			<ul>
				<li>基礎的閱讀策略；</li>
				<li>如何應用閱讀策略於課堂教學，提升閱讀的效能。</li>
			</ul>
			</td>
		</tr>
		<tr>
			<td>6</td>
			<td>
			「閱讀評核」工作坊
			</td>
			<td>
			<ul>
				<li>認識國際閱讀能力水平測試的基本理念和評核架構；</li>
				<li>以國際閱讀能力評核架構來命題；</li>
				<li>分析閱讀能力評核項目。</li>
			</ul>
			</td>
		</tr>
	</tbody>
</table>

Training service on teaching and assessment of Chinese Reading for Macau teachers (2019 - 2020)

Our key research leaders have aligned us more closely with other units and academics within and outside our Faculty to conduct impactful research with international significance. The CACLER investigators and Academy for Leadership in Teacher Education (ALiTE) <a href="#_ftn1">[1]</a> had been collaboratively conducting ‘A Comparative Study of High-performing Education Systems’, initiated and supported by National Center on Education and the Economy (NCEE) <a href="#_ftn2">[2]</a>during the period from 2020 to 2021. It is using the case of Hong Kong as one of these high-performing systems <a href="#_ftn3">[3]</a>, alongside those of (in alphabetical order) Canada, China, Estonia, Finland, Japan, Poland, Singapore, South Korea and Taiwan. More specifically, this study aims to identify the common features and underlying principles of the learning systems in those top-performing jurisdictions on the one hand, and on the other, features unique to specific contexts. These include areas like curriculum and assessment development, quality assurance, role of vocational education and higher education (including teacher education), school and professional teacher development. This study is an extension of High Performing Systems for Tomorrow Project conducted by Organisation for Education Co-operation and Development (OECD), <a href="#_ftn4">[4]</a> and the National Centre for Education and Economy (NCEE). It generates important insights and impactful findings about our learning system in a global perspective.

The Study is co-led by Dr. WM Cheung <a href="#_ftn5">[5]</a> (Director of CACLER &amp; Head of SCAPE), <a href="#_ftn6">[6]</a> Prof. KK Chan (SCAPE) and Prof. A. Lin Goodwin, our former Dean of Faculty of Education. It also involved academics within our Faculty including Dr. YY Lo (TELL), <a href="#_ftn7">[7]</a> Dr. SY Hui (TELL), Dr. Vincent Wong (SCAPE) etc. Data collection included interviews with key stakeholders, such as school principals and teachers, former education officials and educators etc.

For the findings and related comparative data, please visit the website:

<a href="https://ncee.org/country/hong-kong/">https://ncee.org/country/hong-kong/</a>

<hr />
[1] https://www.alite.edu.hku.hk/

[2] Since 1988, the NCEE has been researching the world’s best-performing education systems to give states and districts the tools they need to become world class (https://ncee.org/ongoing-research/).

[3] ‘We define high-performing education systems as those that achieve excellence, equity, and efficiency: world-class levels of performance, for every student, at a sustainable cost. These are the criteria we use, drawing on data from the Organisation for Economic Co-operation and Development’s Programme for International Student Assessment (PISA), to identify top performers.’ (For details, please refer to <a href="https://ncee.org/cieb-2/">https://ncee.org/cieb-2/</a>)

[4] https://www.oecd.org

[5] https://www.cacler.hku.hk/hk/research/research-team/cheung-wai-ming

[6] https://web.edu.hku.hk/unit/social-contexts-and-policies-of-education/introduction

[7] https://web.edu.hku.hk/unit/teacher-education-and-learning-leadership

NCEE

A Comparative Study of High-performing Education Systems

The project aims to

(a) gear up the professional capacity of schools in helping their NCS students team Chinese;

(b) enhance the Chinese language proficiency of NCS students in schools under support and strengthen their foundation for further study of Chinese at secondary levels;

(c) provide an impetus for sustaining the momentum of development in schools admitting NCS students through disseminating the valuable practices and experiences generated;

(d) develop system knowledge about how to help NCS students learn Chinese and facilitate their smooth transition from primary to secondary education effectively in Hong Kong.

The E&amp;T Project provides professional research-based school support for 16 primary schools and 8 secondary schools annually on developing school-based Chinese curriculum, effective culturally responsive pedagogies and related materials during two school years from 9/2020 to 8/2022.

For more information, please visit E&amp;T宣傳片 [1]、分享會（小學）（中文版）[2] 和分享會（中學）（中文版）[3].

[1] <a href="https://drive.google.com/file/d/1OGfIRvwdS7NaVjyDpSHzV4lI4fkafrAJ/view">Promotion Video</a>

[2] <a href="https://www.cacler.hku.hk/hk/events/events/et-sharing-primary-school">https://www.cacler.hku.hk/hk/events/events/et-sharing-primary-school</a>

[3] <a href="https://www.cacler.hku.hk/hk/events/events/et-sharing-secondary-school">https://www.cacler.hku.hk/hk/events/events/et-sharing-secondary-school</a>

<hr />
The extension of Empowerment and Transition – Supporting Teachers to Promote Multicultural Students’ Chinese Learning in Primary and Secondary Schools (賦權授能.銜接向上 ─ 支援中小學教師提升多元文化學生中文學習能力) project runs from September 2022 to August 2023 funded by Quality Education Fund Thematic Network. For the further information, please visit (QEF Thematic Network) Empowerment and Transition – Supporting Teachers to Promote Multicultural Students’ Chinese Learning in Primary and Secondary Schools [4].

[4] <a href="https://www.cacler.hku.hk/hk/research/project/empowerment-and-transition">https://www.cacler.hku.hk/hk/research/project/empowerment-and-transition</a>

Professional Support Services to Primary and Secondary Schools Admitting Non-Chinese Speaking (NCS) Students to Enhance the Professional Capacity of Teachers for Helping NCS Students Learn Chinese (Ref: EDB(SBPS)/NCS/1/5)

This KE-project is a collaboration, <a href="https://scolarhk.edb.hkedcity.net/en/project/2017-19/vocational-chinese-language-programme-non-chinese-speaking-school-leavers" target="_blank" rel="noreferrer noopener">sponsored by Language Fund (SCOLAR)</a>, with NGO (Baptist Oi Kwan Social Service) to transfer our research knowledge and expertise on teaching and learning of Chinese for cross-cultural learners to wider community.  

The programme, which is pegged at Level 1 and 2 of the Qualifications Framework (QF) of Generic Chinese Competencies, aims to enhance Chinese practical reading and writing skills related to workplace; and to learn Chinese vocabulary useful in workplace. Its target participants are local non-Chinese speaking school leavers who wish to enhance Chinese proficiency to further career.  Our project team is responsible for developing the programme curriculum, online platform, teaching and assessment materials while Baptist Oi Kwan Social Service is in charge of running the programme.  

For details of the programme, please visit their website (<a href="https://www.bokss.org.hk/ethnic-minority-services/service?id=231">https://www.bokss.org.hk/ethnic-minority-services/service?id=231</a>) or refer to the <a	href="http://www.cacler.hku.hk/site/assets/files/4483/promotion_flyer_oi_kwan_programme.pdf" target="_blank" rel="noreferrer noopener">poster</a>.

Certificate for Vocational Chinese Language Programme for Non-Chinese Speaking School Leavers (2019-21)

The project aims to gear up the professional capacity of schools in helping their NCS students learn Chinese; enhance the Chinese language proficiency of NCS students in schools under support and facilitate their smooth transition from KG to primary education; provide an impetus for sustaining the momentum of development in schools admitting NCS students through disseminating the valuable practices and experiences generated; and develop system knowledge about how to help NCS students learn Chinese effectively in Hong Kong.

For details of the project, please visit the website:

<a href="https://www.hkuuspp.com/" target="_blank" rel="noreferrer noopener">https://www.hkuuspp.com/</a>

(Growth 2) Professional Support Services on Enhancing the Learning and Teaching of Chinese for Non-Chinese Speaking Students in Kindergartens and Primary Schools as well as Facilitating Their Non-Chinese Speaking Students’ Smooth Transition

The project aims to provide teachers with research-based knowledge and materials, and to enhance their professional capabilities in curriculum planning and teaching of Chinese Language for non-Chinese speaking students in local primary and secondary schools. The deliverables shall be developed on the base of the following research questions -

(a) What are the difficulties that NCS students encounter in learning Chinese Language? How can these difficulties be addressed through systematic curriculum planning with in schools?

(b) How can teachers develop school-based Chinese Language curriculum with reference to the Chinese Language Curriculum Second Language Learning Framework to bring about meaningful and progressive language learning for NCS students (including goal setting, module and lesson design, use of learning materials and strategies) and to cater for learner diversity in class?

(c) How can teachers develop school-based assessment strategies for enhancing the effectiveness of the language learning for NCS students?

Research and Professional Development Project on School-based Curriculum Development with the Chinese Language Curriculum Second Language Learning Framework (Quotation ref. (36) in CLE/FIN/15/27/Q)

Aim of Study: To explore the challenges faced by schools in teaching non-Chinese speaking (NCS) students and to gauge the views of principals and teachers of primary schools so as to identify possible suggestions for improvement. 



The study, led by Dr. EKY Loh, was commissioned by the Equal Opportunities Commission (EOC) via Oxfam Hong Kong. For details, please visit: 

<a href="https://www.eoc.org.hk/EOC/GraphicsFolder/InforCenter/Research/content.aspx?ItemID=16439" target="_blank" rel="noreferrer noopener">https://www.eoc.org.hk/EOC/GraphicsFolder/InforCenter/Research/content.aspx?ItemID=16439</a>





 

Research Report of the Study is available on the EOC website:

<a href="https://www.eoc.org.hk/eoc/upload/ResearchReport/researchreport_20200115_e.pdf" target="_blank" rel="noreferrer noopener">https://www.eoc.org.hk/eoc/upload/ResearchReport/researchreport_20200115_e.pdf</a>



 

Press Release by EOC on 20/1/2020 

<a href="https://www.eoc.org.hk/EOC/graphicsfolder/ShowContent.aspx?ItemID=16519" target="_blank" rel="noreferrer noopener">https://www.eoc.org.hk/EOC/graphicsfolder/ShowContent.aspx?ItemID=16519</a>

 

<h3>The press conference of the research was attracted media attention and reports from local newspapers.</h3>

調查：非華語生欠家庭支援　教局沒設特別指引

<a href="https://news.mingpao.com/pns2001211579545594740"></a><a href="https://news.mingpao.com/pns2001211579545594740" target="_blank" rel="noreferrer noopener">https://news.mingpao.com/pns2001211579545594740</a><a href="https://news.mingpao.com/pns2001211579545594740"></a>

平機會：僅四成教師有信心教非華語生中文

<a href="http://std.stheadline.com/daily/news-content.php?id=2135799"></a><a href="http://std.stheadline.com/daily/news-content.php?id=2135799" target="_blank" rel="noreferrer noopener">http://std.stheadline.com/daily/news-content.php?id=2135799</a><a href="http://std.stheadline.com/daily/news-content.php?id=2135799"></a>

平機會倡開職位統籌非華語生教學

<a href="http://paper.wenweipo.com/2020/01/21/HK2001210028.htm"></a><a href="http://paper.wenweipo.com/2020/01/21/HK2001210028.htm" target="_blank" rel="noreferrer noopener">http://paper.wenweipo.com/2020/01/21/HK2001210028.htm</a><a href="http://paper.wenweipo.com/2020/01/21/HK2001210028.htm"></a>

平機會研究：95%中文教師指主流課程過深　不利非華語生學習

<a href="https://www.hk01.com/%E7%A4%BE%E6%9C%83%E6%96%B0%E8%81%9E/424259/%E5%B9%B3%E6%A9%9F%E6%9C%83%E7%A0%94%E7%A9%B6-95-%E4%B8%AD%E6%96%87%E6%95%99%E5%B8%AB%E6%8C%87%E4%B8%BB%E6%B5%81%E8%AA%B2%E7%A8%8B%E9%81%8E%E6%B7%B1-%E4%B8%8D%E5%88%A9%E9%9D%9E%E8%8F%AF%E8%AA%9E%E7%94%9F%E5%AD%B8%E7%BF%92" target="_blank" rel="noreferrer noopener">https://www.hk01.com/%E7%A4%BE%E6%9C%83%E6%96%B0%E8%81%9E/424259/%E5%B9%B3%E6%A9%9F%E6%9C%83%E7%A0%94%E7%A9%B6-95-%E4%B8%AD%E6%96%87%E6%95%99%E5%B8%AB%E6%8C%87%E4%B8%BB%E6%B5%81%E8%AA%B2%E7%A8%8B%E9%81%8E%E6%B7%B1-%E4%B8%8D%E5%88%A9%E9%9D%9E%E8%8F%AF%E8%AA%9E%E7%94%9F%E5%AD%B8%E7%BF%92</a>

Hong Kong schools struggling to teach Chinese to ethnic minority students, sparking calls for more government funding to tackle problem (SCMP 21/1/2020) <a href="https://today.line.me/hk/article/Hong+Kong+schools+struggling+to+teach+Chinese+to+ethnic+minority+students+sparking+calls+for+more+government+funding+to+tackle+problem-lYzzWe" target="_blank" rel="noreferrer noopener">https://today.line.me/hk/article/Hong+Kong+schools+struggling+to+teach+Chinese+to+ethnic+minority+students+sparking+calls+for+more+government+funding+to+tackle+problem-lYzzWe</a>

Oxfam-EOC

A Study on the Challenges Faced by Mainstream Schools in Educating Ethnic Minorities in Hong Kong (Project ID: 18098-HKG-A0664-01-1819A-H32)

The project aims at providing consultancy service on the development of a school-based Chinese Language curriculum for non-native students in Salesians of Don Bosco Ng Siu Mui Secondary School in the 2018/19 school year.

Consultancy service on developing school-based Chinese curriculum for non-native students in 2018-19 (Salesians of Don Bosco Ng Siu Mui Secondary School)

This service aims at enhancing the professional knowledge and skills of Chinese Language teachers of NCS (non-Chinese speaking) students to overcome the difficulties in the learning and teaching of Chinese as a second language to NCS students. The target participants for the Workshops are in-service Chinese Language teachers in government, aided, caput and Direct Subsidy Scheme schools with intake of NCS students. Ten workshops had been conducted in the 2018/2019 school year. Another ten workshops will be conducted in the 2019/2020 school year.

The objectives of the workshops are to enable Chinese Language teachers to:

- understand the theories and principles of teaching Chinese to NCS students

- understand how to apply the “Chinese Language Curriculum Second Language Learning Framework” (“Learning Framework” or NLF) in assessing NCS students’ competence and planning their learning.

- understand the multi-exits for the NCS students and possible ways of organizing their curriculum

- use effective pedagogies that help NCS students learn Chinese language

- use/adapt existing teaching resources effectively for differentiated learning

- share their experiences of teaching NCS students among different schools

- enhance their understanding of racial harmony and cultural responsive teaching

For details of information of each workshop, please click &lt;<a href="https://legacy.cacler.hku.hk/en/research/project/provision-of-services-2018-20-for-running-of-chinese-language-learning-support-centres-for-non-chinese-speaking-ncs-students/">Link</a>&gt;

(2018-19及2019-20) 非華語學生中文學習教師專業發展

<h3>项目介绍</h3>

本研究计划是由语文教育及研究常务委员会（语常会）资助、香港大学教育学院赖春博士担任首席研究员的研究项目，主题是「增强少数族裔学生在课外使用中文社交媒体提升中文学习效果」 （Supporting Ethnic Minority Students' Chinese Language Learningthrough Enhancing Extramural Chinese Social Media Use ），是一项为期两年（2018-2020）的语文教育研究项目。本研究计划旨在深入了解少数族裔学生使用社交媒体与他们学习中文之间的关系，并探讨社交媒体的应用是否有助于这些学生融入香港的华人社会文化；同时探讨是否可以通过将社交媒体材料和活动融入中文课程中，提高少数族裔学生使用中文社交媒体的能力，增加他们在校外的课余时间使用中文社交媒体的兴趣和动机。

<h3>项目研究人员</h3>

首席研究员：赖春博士（香港大学）

联席研究员：戴忠沛博士（香港大学）、谷明月博士（香港教育大学）、高放博士（香港教育大学）

课程发展主任：容运珊博士（香港大学）

研究助理：蔡世予先生（香港大学）

我们还免费为全港中文教师提供本研究计划的教师用书，老师们可免费查阅教师用书电子版（只提​​供中文版PDF档）。 （本教师用书只可用作教学用途，不可用作商业用途）

SCOLAR

增强少数族裔学生在课外使用中文社交媒体提升中文学习效果

The project aims at promoting assessment literacy of Chinese Language teachers in four primary schools and building their capacity in adopting classroom teaching/assessment strategies and developing/designing materials and activities to enhance the effectiveness of learning, teaching and assessment (LTA) by: (a) formulating interactional teaching/assessment strategies (e.g. questioning) with a focus on reflection and metacognition in reading comprehension; (b) designing and enhancing the need-focused LTA materials; (c) providing school-based capacity building workshops on the design of a quality reading assessment task and effective use of assessment data; and (d) providing professional views and suggestions to the participating teachers on the use of assessment data to inform and enhance primary students’ learning of reading strategies. All these materials are to be uploaded to the Web-based Learning and Teaching Support (WLTS) and the Student Assessment Repository (STAR).

Provision of Services on the Project in the Promotion of Assessment Literacy of Chinese Language Teachers to Enhance Effective Learning and Teaching in Primary Schools (Ref. no. EDB(BCA)/P&amp;S/5/2018/37)

The research and development project intends to promote Chinese Language learning and cater for learning diversity among primary and secondary non-Chinese speaking (NCS) students, especially through curriculum planning and optimising learning and teaching with the Chinese Language Curriculum Second Language Learning Framework. The Project will (1) promote students' learning of Chinese Language, through conducting collaborative study in primary and secondary schools, and (2) build teachers' professional capacity in Chinese Language teaching for NCS students, through collaborative study and developing research-based teaching reference materials with practical guidelines and exemplars.

Research and Development Project on Curriculum Planning with the Chinese Language Curriculum Second Language Learning Framework (Quotation Ref (27) in CLE/FIN/15/27/Q)

The main objectives of this Project are (a) to conduct an in-depth literature review on the latest development and application of student adaptive learning systems, and local and overseas experience of developing knowledge structures; (b) to develop, with validation, a knowledge structure covering relevant learning objectives for Reading Comprehension (Key Stage 1) based on the curriculum of Chinese Language Education in Hong Kong; (c) to investigate the feasibility of application of the proposed knowledge structure in the context of student adaptive learning system; and (d) to give recommendations on the further application of the experience of this Project in developing student adaptive learning system and relevant knowledge structure of Reading Comprehension (Key Stage 1) of Chinese Language to other skills of the same and other key stages of Chinese Language.

The Pilot Research Project on Knowledge Structure of Reading Comprehension in the Context of Student Adaptive Learning for Chinese Language for Primary Schools to Enhance Learning and Teaching (Quotation Ref: EDB(BCA)/P&amp;S/5/2017/76)

Quality Education Fund (QEF) Thematic Network on Utilising “Chinese Language Learning Progression Framework for Non-Chinese Speaking Children in Kindergartens in Hong Kong” for Effective Chinese Learning in 2017/18, 2018/19及2019/20 School Year [Ref: EDB/QEF 34/17]

The Project aims at enhancing teachers’ capacity in strengthening NCS preschoolers’ Chinese proficiency through adopting “Chinese Language Learning Progression Framework for Non-Chinese Speaking Children in Kindergartens” (the Framework). It include equipping teachers to utilize the Framework to (a) build up and adjust the school-based curriculum; (b) cater for students’ learning diversity; and (c) diagnose the learning difficulties encountered by the NCS students. The Project will work with 16 kindergartens altogether in achieving the above goals.



This three-year thematic series has successfully completed in August 2020. During the three-year project period, the Centre is as an education hub in to disseminate good practices and impactful outcomes derived from our previous <a href="https://qcrc.qef.org.hk/tc/search/projectdetails.php?id=7074" target="_blank" rel="noreferrer noopener">QEF project entitled ‘Development of Chinese Language Learning Progression Framework for Non-Chinese Speaking (NCS) Children in Kindergartens in Hong Kong (2013/0076)’ </a>and promote professional sharing through networking 32 kindergartens (school times) in Hong Kong.

(Website) <a href="http://kglpf.cacler.hku.hk/">http://kglpf.cacler.hku.hk/</a>

(Android) <a href="https://play.google.com/store/apps/details?id=io.cordova.hkuapp">https://play.google.com/store/apps/details?id=io.cordova.hkuapp</a>

(iOS) <a href="https://itunes.apple.com/hk/app/%E9%9D%9E%E8%8F%AF%E8%AA%9E%E5%B9%BC%E5%85%92%E8%AA%9E%E6%96%87%E8%83%BD%E5%8A%9B%E8%A9%95%E4%BC%B0/id1382491937?mt=8&amp;ign-mpt=uo=2">https://itunes.apple.com/hk/app/</a><a href="https://itunes.apple.com/hk/app/%E9%9D%9E%E8%8F%AF%E8%AA%9E%E5%B9%BC%E5%85%92%E8%AA%9E%E6%96%87%E8%83%BD%E5%8A%9B%E8%A9%95%E4%BC%B0/id1382491937?mt=8&amp;ign-mpt=uo=2">非華語幼兒語文能力評估</a><a href="https://itunes.apple.com/hk/app/%E9%9D%9E%E8%8F%AF%E8%AA%9E%E5%B9%BC%E5%85%92%E8%AA%9E%E6%96%87%E8%83%BD%E5%8A%9B%E8%A9%95%E4%BC%B0/id1382491937?mt=8&amp;ign-mpt=uo=2">/id1382491937?mt=8&amp;ign-mpt=</a><a href="https://itunes.apple.com/hk/app/%E9%9D%9E%E8%8F%AF%E8%AA%9E%E5%B9%BC%E5%85%92%E8%AA%9E%E6%96%87%E8%83%BD%E5%8A%9B%E8%A9%95%E4%BC%B0/id1382491937?mt=8&amp;ign-mpt=uo=2">uo</a><a href="https://itunes.apple.com/hk/app/%E9%9D%9E%E8%8F%AF%E8%AA%9E%E5%B9%BC%E5%85%92%E8%AA%9E%E6%96%87%E8%83%BD%E5%8A%9B%E8%A9%95%E4%BC%B0/id1382491937?mt=8&amp;ign-mpt=uo=2">=2</a>

 

This is the second thematic series <a href="http://www.cacler.hku.hk/cacler_api/en/research/project/qef-thematic-network-chinese-language-edb-qef-22-17-8-for-the-5-school-years-in-2011-12-2012-13-2013-14-2014-15-and-2015-16/" target="_blank" rel="noreferrer noopener">after the CACLER had successfully completed the five-year ‘Quality Education Fund (QEF) Thematic Network on Chinese Language’ from 2011 to 2016.</a>



 



The QEF Thematic Network was initiated in 2006 to disseminate good practices derived from QEF projects and promote professional sharing through networking different schools and educational bodies. 

QEF website: <a href="https://qcrc.qef.org.hk/en/fund/activity.php?cate=4" target="_blank" rel="noreferrer noopener">https://qcrc.qef.org.hk/en/fund/activity.php?cate=4</a>

QTN-KG

(QTN-KG) Quality Education Fund Thematic Network on Utilising “Chinese Language Learning Progression Framework for Non-Chinese Speaking Children in Kindergartens in Hong Kong” for Effective Chinese Learning in 2017/18, 2018/19 And 2019/20 School Year

The Project aims to improve the continuity between the Chinese curriculum and pedagogy for NCS student who transit to primary schools in Hong Kong; to gear up the professional capability of teachers in the L/T of Chinese for NCS kindergarten and primary students for a smooth transition; to nurture teachers as curriculum leaders, facilitators of learning and action researchers in schools to generate knowledge in L&amp;T of NCS students who transit to primary schools in Hong Kong; to form strong professional learning communities within school and across schools, and enlighten the education community of Hong Kong on the theory and practices adopted for the L/T of the Chinese Language for NCS students who transit to primary schools; to cultivate a supportive multi-cultural learning environment for NCS students who transit to primary schools in Hong Kong; and to enhance the competency of new NCS entrants for the smooth transition to primary schools.



For details of the Project, please visit:

<a href="https://www.hkuuspp.com/tg.html" target="_blank" rel="noreferrer noopener">https://www.hkuuspp.com/tg.html</a>

USP-T&G

(USP-T&amp;G) University-school Support Programme - Transition and Growth: Effective Learning and Teaching of Chinese for Multicultural Students

The project aims to develop a series of learning and teaching materials in the form of textbook tied in with "learning Framework" to support the daily teaching of the Chinese Language teachers. The materials will have the following characteristics: (1) adopt the sequence of second language learning, which is from oracy (listening and speaking) to literacy (reading and writing) to ensure the effective learning; (2) address comprehensible input and output in order to ensure the transferability and internalization of language ability; (3) selected the texts that are related to the experiences and cultural background of students and application of language activity will be arranged; (4) facilitate a smooth transition of NCS students from Key Stage 1 (primary 1 to 3) to Key Stage 2 (primary 4 to 6); (5) cover mainly the expected learning outcomes of Levels 2 and 3 of the "Learning Framework" which in terms of grade level, suitable for non-native students studying in Primary 3 and Primary 4 in general.

The materials are available on <a href="https://legacy.cacler.hku.hk/hk/resources/t-l-resources/ncs-textbook/download-group/" target="_blank" rel="noreferrer noopener">the website</a>**.



** The materials are required password to access. The passwords are distributed by Education Bureau. For details, please visit <a href="https://legacy.cacler.hku.hk/hk/resources/t-l-resources/ncs-textbook/download-group/" target="_blank" rel="noreferrer noopener">the website</a>.

Provision of Services on Development of Learning and Teaching Resources for Non-Chinese Speaking (NCS) Students (Quotation ref: EDB(D&amp;S)2/2017)

This project aims (a) to collaborate with primary schools and build the capacity of teachers to know how to design and develop appropriate learning, teaching and assessment materials for students at Key Stage 1 and 2; (b) To build the capacity of teachers and students to engage in assessment for and as learning through the above LTA materials with self-explanatory notes and annotations; (c) To enrich teachers’ knowledge of teaching and assessing reading and/or writing ability and improve their pedagogical skills as required in facilitating and assessing self-directed learning; and (d) To provide professional teacher training for primary teachers in adopting the suggested approaches to reading and/or writing strategies, and in designing and developing quality and need-focused learning, teaching and assessment materials.

Provision of Services in the Development of Learning, Teaching and Assessment Materials of Chinese Language to Enhance Effective L&amp;T in Collaboration with Participating Schools of the 2017 Basic Competency Assessment Research Study

The Project aims to investigate and track the adaptation and transition on Chinese learning of NCS students from Kindergarten to Primary one with special reference to the curriculum, teaching materials, pedagogies, assignments, assessments etc; to diagnose the needs and difficulties encountered on NCS students’ Chinese learning at primary one; to review the supports provided by schools (kindergarten and primary) and their parents on NCS students’ adaptation at primary one especially on Chinese Language learning and its effectiveness; and to make recommendations on school-based support strategies to assist the NCS students in adapting to Chinese language learning at primary one with reference to the research findings.

Research on the transition of kindergarten to primary school of non-Chinese speaking students (Project ID: 16439-HKG-A0664-03-1617A-H32)

The Project aims to investigate the needs and difficulties encountered by NCS learners in learning Chinese; to review the teachers’ opinions on the effectiveness of enriched Chinese classes; to review the inadequacy of the government policy on NCS

Evaluation Survey of Oxfam’s ‘Start from the Beginning’ Supporting Scheme in Helping Non-Chinese Speaking Students in Learning Chinese (Project ID: 16438-HKG-A0664-02-1617A-H32)

计划宗旨:

我们的目标是结合专业研究和前线经验，及时有效地支持非华语学生学好中文，让他们更快、更全面掌握听说读写和语言应用的能力，取得相关的本地及国际资历，提供给他们更多的升学机会和更好的就业前景。「平等共融，照顾所需」，是我们的宗旨；「和而不同」，「人人可教」，是我们遵循的教育精神。

针对非华语学生的学习特点，我们会提供适切的教学内容和方法。我们也会全力配合学校的需要，提供教学设计及培训。本支持计划服务包括学生辅导班、教材发展及教师工作坊。

联络数据:

地址：香港大学教育学院明华综合大楼6楼608-13室中文教育研究中心

电话：(852) 3917 8294

传真：(852) 2517 4403

电邮：<a href="mailto:cacler@hku.hk">cacler@hku.hk</a>

非华语学生中文学习支援计划 2016-18

非华语学生学习中文支援中心 (SSP 2016-18)

The project focuses on developing teaching and assessment materials as well as designing learning activities to enhance effective learning and teaching that could be used on the "Web-based Leaming and Teaching Support" (WLTS) and the Student Assessment Repository (ST AR) in light of promoting assessment literacy. It aims (a) to collaborate with 4 primary schools and design and develop appropriate learning, teaching and assessment materials for students at Key Stage 1 and 2; (b) to build the capacity of teachers and students to engage in assessment for and as learning through the above LT A materials with self-explanatory notes and annotations; (c) to enrich teachers' knowledge of teaching and assessing reading ability and improve their pedagogical skills as required in facilitating and assessing self-directed learning; and (d) to provide professional teacher training for primary teachers in adopting the suggested approaches to reading strategies, and in designing and developing quality and need-focused learning, teaching and assessment materials.

Provision of Services in the Development of Learning, Teaching and Assessment Materials of Chinese Language to Enhance Effective Learning and Teaching in Collaboration with Participating Schools of the 2016 Tryout Study (Primary 3)

This five-year project is initiated by HKJC to develop a Holistic Model (HM) that synergizes the capacity of different stakeholders, through mobilising cross sectoral collaboration, to enhance the Chinese proficiency of Non-Chinese Speaking (NCS) children in local kindergartens to facilitate early integration into the community. Taking the important role of stakeholders including parents, living environment as well as the effectiveness of teaching into consideration, the target of this project is to build a collaborative model between home, school and community to enhance the Chinese proficiency of NCS students in local kindergartens to facilitate social integration and better transition into primary education. Hence, the objectives of this project are to: (a) develop culturally responsive resources for effective learning of Chinese in home, schools and the community; (b) promote resources for the cultivation of a culturally responsive environment in schools and the community; (c) develop children’s fundamental Chinese language skill in order to facilitate social engagement in schools and the community and better transition into primary education, and (d) build a pool of facilitators, including parents, professionals, local and ethnic minority mentors to support, enhance and sustain learning of Chinese. The Project will design different intervention programme meticulously to engage parents, school teacher and community so as to facilitate NCS students learning Chinese language in a living, pleasurable and effective ways. Most importantly, the programmes will enhance learning opportunity for NCS preschoolers. Tertiary institutes and NGOs with different expertise will collaborate closely with HKU project team. They included the Polytechnic University of Hong Kong, the SKH Lady MacLeHose Centre, the Hong Kong Christian Service, and the Education University of Hong Kong. The HKU team will focus on developing school-based curriculum, assessment tools, L/T resources as well as capacity building of 20 kindergartens’ teachers.

Official website of C-for-Chinese@JC: <a href="http://www.c4chinese.hk/" target="_blank" rel="noreferrer noopener">http://www.c4chinese.hk</a>

The HK Jockey Club Charities Trust (HKJC) – Support for Ethnic Minority Students in Local Kindergartens for Effective Learning of Chinese

The Projects aims to conduct evidence-based researches and develop effective support strategies concurrently through mutual engagement and in-depth collaborations with partnership schools on developing school-based Chinese language curriculum for teaching and learning of NCS students; to investigate the effectiveness of different support strategies in developing school-based Chinese language curriculum; to investigate how these support strategies can be adopted effectively with reference to the Chinese Language Curriculum Second Language learning framework; to build up teachers’ capacity in employing effective pedagogies in teaching Chinese for NCS students.

Project Website: <a href="http://csl.cacler.hku.hk/engHome/about-us.php" target="_blank" rel="noreferrer noopener">http://csl.cacler.hku.hk/engHome/about-us.php</a>

The Project Investigator was invited to present the project outcomes at SCOLAR Research and Development Project Dissemination Conference on the theme of “Advancing Excellence in Language Education: From Research and Development to Innovative Practice” on19 May 2019.

<img alt="" src="/site/assets/files/4217/scolar_conference_session_info_loh.555x0-is.png" width="555" />

<a href="https://youtu.be/Y0MnWpyVSPs" target="_blank" rel="noreferrer noopener"><img alt="" src="/site/assets/files/4217/scolar_conference_photo_loh_1.png" width="720" /></a>

Dr. EKY Loh's presentation "中學非華語學生的中文教與學支援計劃" (under the session of Symposium IV "運用資訊科技協助非華語學生學習中文") was started from 24:40: <a href="https://youtu.be/Y0MnWpyVSPs" target="_blank" rel="noreferrer noopener">https://youtu.be/Y0MnWpyVSPs</a>

Source of information (SCOLAR website):

<a href="https://scolarhk.edb.hkedcity.net/tc/RnD/dissemination-conference/2019">https://scolarhk.edb.hkedcity.net/tc/RnD/dissemination-conference/2019</a>

SCOLAR-Supporting the Learning and Teaching of Chinese Language for Non-Chinese Speaking Students in Secondary Schools (Ref: EDB(LE)/P&amp;R/EL/164/8)

The Project aims to develop a series of 8 modules for secondary NCS students’ learning Chinese through practical tasks in response to the learning difficulties of secondary NCS students in reading, writing, listening and speaking; to develop guidelines to inform teachers on organizing the learning in a meaningful order with different practical tasks (e.g. genres, text-types, functions, vocabulary and grammar) so as to develop secondary NCS students’ language competence progressively; and to develop effective learning, teaching and assessment strategies for teachers to enhance NCS students’ learning interest and effectiveness of Chinese Language through practical tasks.

Research and Development project on enhancing the learning of Chinese for Non-Chinese Speaking (NCS) students through practical tasks in local secondary school context (Quotation Ref. (15) in CLE/FIN/15/27/Q)

The Project aims at building up teachers’ capacity to develop differentiated Chinese school-based curriculum and related materials to cater for learning diversity in CCC Kei Wa Kindergarten.

Language Development Teacher Training Scheme: Integrated and Effective Approach in Teaching Chinese Characters to cater for Learning Diversity at Pre-Primary Level

The Project aims to identify the difficulties that NCS students at different stages encounter in listening and speaking of Chinese language and explicate through assessment tasks developed according to the Chinese Language Curriculum Second Language learning framework (“Learning Framework”); to develop effective ‘Assessment for learning’ strategies for teachers to employ to foster NCS students’ listening and speaking competences at primary and secondary levels; to develop rubrics/guidelines for teachers to interpret the assessment data with the Learning Framework and to provide feedback to learning and teaching.

Research and Development Project on Listening and Speaking Assessment for the Chinese Language Curriculum Second Language Learning Framework (Quotation Ref. (10) in CLE/FIN/15/27/Q)

The project aims to develop reading package for the Learning-Teaching-Assessment (LTA) cycle with innovative and interactive pedagogical and assessment methods; investigate effectiveness of using LTA packages in enhancing the teaching, learning and assessment of reading in Primary Chinese; build the capacity of teachers and students to engage in assessment for and as learning through the above assessment tasks; enrich teachers’ knowledge of teaching reading strategies and assessing reading ability and improve their pedagogical skills as required in facilitating and assessing self-directed learning; and provide professional views and suggestions to EDB in promoting learning, teaching and assessment methods of reading strategies in the primary classrooms.

Provision of Services on the Research Project of Building Assessment Resources to Empower Both Frontline Professionals and Students: Connecting Reading across Key Stages 1 to 2 (Chinese Language) [Quotation ref: (8)EDB(EI/BCA)F&amp;A/60/1/1(7)]

<ul><li style="text-align:justify;">
	<h3>Stage I 第一階段 (2015-2017) </h3>
	</li>
	<li style="text-align:justify;">
	<h3>Stage II 第二階段 (2017-2019) </h3>
	</li>
	<li style="text-align:justify;">
	<h3>Pre-stage III第三階段: 預備階段 (2019-2020) </h3>
	</li>
</ul>

This series of Projects aims to (1) develop an interactive Chinese as a second language (CSL) enhancement curriculum for non-native preschoolers ranged from K1 to K3 with innovative pedagogies and relevant materials; (2) provide school-based training and consultancy for collaborating schools to implement the above-mentioned curriculum with innovative pedagogies and relevant materials; (3) conduct Chinese as a second language (CSL) enhancement classes in collaborating kindergartens;  (4) conduct research study to assess and verify the effectiveness and feasibility of implementation Chinese as a second language (CSL) enhancement class, related curriculum and materials for non-native preschoolers; (5) inform policy-maker on the findings of the above-mentioned study in order to make changes in the CSL education at pre-primary level.



 

The pre-Stage III project (2019-20) has the following objectives and major components of work: 

School support: NCS kindergarteners are able to improve their Chinese language proficiency and motivation to learn Chinese. 

Teachers empowerment: Kindergarten teachers are able to enhance their professional knowledge about teaching CSL to NCS students. 

Parents support: Parents of NCS families are able to obtain support for their children’s CSL learning and transition from K3 to P1. 

The support service will be back-up by evidence-based pedagogical approaches as well as statistical analysis of student assessment. It is supported by <a href="https://www.oxfam.org.hk/en" target="_blank" rel="noreferrer noopener">Oxfam HK</a> institutional funding from 5 foundations including Van Tse Zung Charity Foundation, Credit Suisse, Chen Yat-sen Family Foundation, Wu Jieh Yee Charitable Foundation and Lee Hysan Foundation. 





 

【讓少數族裔幼稚園生從小學好中文】我同中文做朋友 成長道路任我走

樂施會 Oxfam Hong Kong

<a href="https://www.youtube.com/watch?v=HmqSKowDlr4&amp;list=PL902C0F3A419E6A07&amp;index=14&amp;t=0s&amp;app=desktop" target="_blank" rel="noreferrer noopener">https://www.youtube.com/watch?v=HmqSKowDlr4&amp;list=PL902C0F3A419E6A07&amp;index=14&amp;t=0s&amp;app=desktop</a>

 

 

<img alt="" src="/site/assets/files/4523/sie_logo_small.png" width="465" />

「從起步開始－幼稚園非華語學生學習中文支援計劃」自2015年起開展，其服務至今已涵蓋96間幼稚園，並以創新模式，公私營及社福界合作，成為<a href="https://www.oxfam.org.hk/tc/what-we-do/development-programmes/hong-kong/povertyamongethnicminorities" target="_blank" rel="noreferrer noopener">全港首個「按效益付費」</a>1項目。

The ‘Start from the Beginning – Chinese Supporting Scheme for Non-Chinese Speaking Students in Kindergarten’ project was launched in 2015 and cover 96 kindergartens. It is also the <a href="https://www.oxfam.org.hk/tc/what-we-do/development-programmes/hong-kong/povertyamongethnicminorities" target="_blank" rel="noreferrer noopener">first Pay-for-Success</a><a href="https://www.sie.gov.hk/en/what-we-do/pay-for-success.page" target="_blank" rel="noreferrer noopener"></a>* project in Hong Kong with cross-sector collaboration. 





* Pay-for-Success (PFS), also known as Social Impact Bond (SIB) and Social Benefit Bond, is an innovative financing model for social services which has been gaining widespread interest across the globe. It aims to facilitate public-private partnership which enables the government to leverage private investments for improved social outcomes. For details, please visit: <a href="https://www.sie.gov.hk/tc/what-we-do/pay-for-success.page">https://www.sie.gov.hk/tc/what-we-do/pay-for-success.page</a>

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社創基金創新計劃 (2015-17) -- 從起步開始 –– 幼稚園非華語學生學習中文支援計劃

<a href="https://www.sie.gov.hk/tc/our-work/funded-ventures/detail.page?content=912">https://www.sie.gov.hk/tc/our-work/funded-ventures/detail.page?content=912</a>

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<h1> </h1>

<h1>相關報導:</h1>

<a href="https://www.inmediahk.net/node/10465925" target="_blank" rel="noreferrer noopener">研發少數族裔中文教材 幼兒學習成效高4倍</a>

( 2016-12-22 /  獨立煤體 / 作者: 香港社會服務聯會)





<a href="https://news.mingpao.com/ins/%E6%96%87%E6%91%98/article/20160930/s00022/1475202894771/%E6%8A%8A%E6%8F%A1%E5%AD%B8%E7%BF%92%E9%BB%83%E9%87%91%E6%99%82%E9%96%93-%E5%8A%A9%E9%9D%9E%E8%8F%AF%E8%AA%9E%E5%B9%BC%E7%AB%A5%E5%AD%B8%E4%B8%AD%E6%96%87%EF%BC%88%E6%96%87-%E6%9B%BE%E8%BF%A6%E6%85%A7-%E7%BE%85%E5%98%89%E6%80%A1-%E6%9D%9C%E9%99%B3%E8%81%B2%E7%8F%AE%EF%BC%89" target="_blank" rel="noreferrer noopener">把握學習黃金時間 助非華語幼童學中文</a>

(2016-9-30 / 明報 / 文：曾迦慧、羅嘉怡、杜陳聲珮)

<a href="https://www.hkedcity.net/teencampus/resource/587c470632c8bf9a433c986e" target="_blank" rel="noreferrer noopener">研發少數族裔中文教材 幼兒學習成效高4倍</a>

(2017-1-16 / 香港教育城 / 作者： 《社聯頻道》)

 



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oxfam2015-20

Start from the beginning — Chinese supporting scheme for Non-Chinese speaking students in kindergartens (2015-17, 2017-19, 2019-20)

The project aims to enhance the school leadership of the partnership schools and deepen their understanding of transition and its importance; help the curriculum leaders of the partnership schools to recognize different contexts of kindergartens and primary schools and the connections and continuity among them; enhance teachers’ knowledge on developing and implementing school-based transitional mechanisms and mastering different L/T and assessment strategies and thus prepare their students for the changes brought about by the transition with enhanced Chinese Language ability.

Effective Student Transition: Facilitating the Learning of the Chinese Language of Non-Chinese Speaking (NCS) Kindergarten (K.3) Students in the Transition to Primary School (2015-2017)

The Project aims to enhance the effectiveness of learning Chinese as a second language, as well as students’ interest, initiative and performance with the use of tablet PCs (iOS platform) applications based on the principles of all-round learning and mobile learning; to develop a set of approximately 3,000 unique Chinese vocabulary e-flash cards (iOS platform compatible, with potential of future expansion into a shared resource within the education sector) specifically designed for independent learning, interactive learning activities with the participation of teachers and learners; and to enhance teachers’ capabilities in facilitating teaching and learning of Chinese as a second language by Hong Kong NCS students with technology-powered, shared resources, lesson plans and classroom experiences.

 

For details of the Project, please visit QEF website:

<a href="https://qcrc.qef.org.hk/tc/search/projectdetails.php?id=7432" target="_blank" rel="noreferrer noopener">https://qcrc.qef.org.hk/tc/search/projectdetails.php?id=7432</a>

Materials and teaching designs for supporting Chinese learning for non-Chinese speaking students: “mChinese” Smartphone vocabulary e-flash cards (QEF Project No. 2014-0033)

The Project aims to analysing the scripts sampled from schools' use of the Assessment Tools in the 2014/15, 2015/16 and 2016/17 school year and identify good practices of schools that facilitate NCS students' effective learning of the Chinese language. Specifically, the Project is required to (a) present the NCS students' standards in Chinese Language as pegged against the "Learning Framework" with specific descriptors illustrated by annotated examples and/or quantifiers as appropriate and rough proportion of NCS students meeting the standards, and identify the gap, if any, as compared to the basic competencies of a typical Chinese-speaking student in terms of what he/she could do in the domains of writing and reading Chinese at each of Key Stage; (b) report the initial findings on standards of NCS students in reading and writing as required based on the analyses of about 60% of the sample scripts; (c) identify and conduct further study / analysis on at least 3 primary and 3 secondary schools in which more NCS students attain higher level of Chinese proficiency as reflected in the sample scripts with a view to gauging good practices that facilitate NCS students' effective learning of the Chinese language.

The first three round of this analyses service project from 2014 to 2016 was led by Prof. SK Tse. <a href="http://www.cacler.hku.hk/cacler_api/hk/research/project/analyses-of-learning-performance-in-chi-lang-of-ncs-students-since-2017/" target="_blank" rel="noreferrer noopener">The analyses service since 2017 was led by Dr. SY Hui until now.</a>

Provision of Services on Analyses of the Learning Performance in Chinese Language of Non-Chinese Speaking (NCS) Students in Primary and Secondary Schools (2014, 2015 &amp; 2016)

The Project aims to identify learning difficulties in reading and writing of NCS students at different stages; design the blueprint of learning framework and assessment tasks; develop different stages of assessment tasks and marking rubric with rationales for school teachers to diagnostic students’ learning difficulties.

Research and Development Project on Reading and Writing Assessment for the Chinese Language Curriculum Second Language learning framework (Quotation Ref. (4) in CLE/FIN/15/27/Q)

The Project aims to publish the data and information of Leung Yi-chung and Leung So-kam collected from the Xiqu Artist Conservation Scheme into books and DVD.

Publication of Cantonese Operatic Singing Art of Leung Yi-chung and Leung So-kam (Ref. HAB/C27/9/29)

The Project aims to improve on the L/T effectiveness of Chinese Language for NCS students in primary schools in Hong Kong; To gear up the professional capability of teachers in the L/T of Chinese Language for NCS students; to nurture teachers as curriculum leaders, facilitators of learning and action researchers in schools to generate knowledge in L&amp;T of NCS students in primary schools in Hong Kong; to form strong professional learning communities within school and across schools, and enlighten the education community of Hong Kong on the theory and practices adopted for the L/T of the Chinese Language for NCS students; and to cultivate a multi-cultural learning environment for NCS students in primary schools in Hong Kong.

Project Website: <a href="https://www.hkuuspp.com/">https://www.hkuuspp.com/</a>

USPP

(USP-P) Accommodating Diversity: Supporting the Learning and Teaching of Chinese Language for non-Chinese Speaking Students in Primary Schools

我们的目标是结合专业研究和前线经验，及时有效地支援非华语学生学好中文，让他们更快、更全面掌握听说读写和语言应用的能力，取得相关的本地及国际资历，提供给他们更多的升学机会和更好的就业前景。 「平等共融，照顾所需」，是我们的宗旨；「和而不同」，「人人可教」，是我们遵循的教育精神。

针对非华语学生的学习特点，我们会提供适切的教学内容和方法。我们也会全力配合学校的需要，提供教学设计及培训。本支援计划服务包括学生辅导班、教材发展及教师工作坊。

非华语学生中文学习支援计划 (2014-16)

非华语学生中文学习支援计划 (SSP 2014-16)

The Project aims at developing pre-primary Chinese Language learning progression framework (LPF) to foster Non-Chinese Speaking students’ learning of the Chinese language and cater for their learning diversity; developing an application software of LPF to facilitate assessment for learning; disseminate the outcomes and transfer the knowledge to local kindergarten teachers.

 

(Website) <a href="http://kglpf.cacler.hku.hk/">http://kglpf.cacler.hku.hk/</a>

(Android) <a href="https://play.google.com/store/apps/details?id=io.cordova.hkuapp">https://play.google.com/store/apps/details?id=io.cordova.hkuapp</a>

<h3 style="margin-left:0cm;margin-right:0cm;">(iOS) <a href="https://itunes.apple.com/hk/app/%E9%9D%9E%E8%8F%AF%E8%AA%9E%E5%B9%BC%E5%85%92%E8%AA%9E%E6%96%87%E8%83%BD%E5%8A%9B%E8%A9%95%E4%BC%B0/id1382491937?mt=8&amp;ign-mpt=uo=2">https://itunes.apple.com/hk/app/</a><a href="https://itunes.apple.com/hk/app/%E9%9D%9E%E8%8F%AF%E8%AA%9E%E5%B9%BC%E5%85%92%E8%AA%9E%E6%96%87%E8%83%BD%E5%8A%9B%E8%A9%95%E4%BC%B0/id1382491937?mt=8&amp;ign-mpt=uo=2">非華語幼兒語文能力評估</a><a href="https://itunes.apple.com/hk/app/%E9%9D%9E%E8%8F%AF%E8%AA%9E%E5%B9%BC%E5%85%92%E8%AA%9E%E6%96%87%E8%83%BD%E5%8A%9B%E8%A9%95%E4%BC%B0/id1382491937?mt=8&amp;ign-mpt=uo=2">/id1382491937?mt=8&amp;ign-mpt=</a><a href="https://itunes.apple.com/hk/app/%E9%9D%9E%E8%8F%AF%E8%AA%9E%E5%B9%BC%E5%85%92%E8%AA%9E%E6%96%87%E8%83%BD%E5%8A%9B%E8%A9%95%E4%BC%B0/id1382491937?mt=8&amp;ign-mpt=uo=2">uo</a><a href="https://itunes.apple.com/hk/app/%E9%9D%9E%E8%8F%AF%E8%AA%9E%E5%B9%BC%E5%85%92%E8%AA%9E%E6%96%87%E8%83%BD%E5%8A%9B%E8%A9%95%E4%BC%B0/id1382491937?mt=8&amp;ign-mpt=uo=2">=2</a></h3>

<h3 style="margin-left:0cm;margin-right:0cm;"></h3>

For details of the Project, please visit QEF website:

<a href="https://qcrc.qef.org.hk/tc/search/projectdetails.php?id=7074" target="_blank" rel="noreferrer noopener">https://qcrc.qef.org.hk/tc/search/projectdetails.php?id=7074</a>

 

To disseminate the good practices derived from this QEF project and promote professional sharing through networking different schools and educational bodies, this Project has been invited to host 3-year <a href="http://www.cacler.hku.hk/cacler_api/en/research/project/qtnkg/" target="_blank" rel="noreferrer noopener">Quality Education Fund (QEF) Thematic Network on Utilising “Chinese Language Learning Progression Framework for Non-Chinese Speaking Children in Kindergartens in Hong Kong” for Effective Chinese Learning in 2017/18, 2018/19及2019/20 School Years.</a>

Development of Chinese Language Learning Progression Framework for Non-Chinese Speaking (NCS) Children in Kindergartens in Hong Kong (EDB/QEF/2013/0076)

The project aims to conserve the cultural achievements and intangible cultural heritage made by a famous Cantonese Opera Artist, Ms. Leung So Kam, through compiling the data and related information (incl. written, audio / video format). Ms. Leung So Kam, known as the ‘Gifted Lady of Cantonese Opera’ as well as the unique voice of ‘Kam Voice’, is appreciated by many people. The project outcomes will be further promoted to the public for appreciation and the sustainability of such intangible cultural heritage could be promoted.

Xiqu Artist Conservation Scheme – Ms. Leung So Kam (Ref. 18846)

The Project aims to provide services in conducting a maximum of twelve professional development workshops on Enhancing Students' Capability and Competence on Self-regulated Chinese Language Learning for Primary and Secondary School Teachers in Hong Kong in a schedule well spread within the period from May 2014 to Oct 2015. This series of workshops are in response to ‘Independent language learning’ which was stipulated as one of the learning strands of Chinese Language, while strengthening students’ capability of self-regulated learning duly emphasized in the curriculum and assessment guides issued by Curriculum Development Council.

Professional Development Workshops on Enhancing Students&#039; Capability and Competence on Self-regulated Chinese Language Learning for Primary and Secondary School Teachers in Hong Kong from May 2014 to October 2015 (Quotation Ref: CLE/PDP/5/62P-1303)

This two-year project aims to 1) analyse sample scripts for a total of about 700 scripts on writing and 700 scripts on reading from schools with different levels of Chinese proficiency as far as practicable; 2) present the NCS students’ standards in Chinese Language in terms of specific descriptions illustrated by annotated examples and/or quantifiers as appropriate and rough proportion of NCS students meeting the standards, and identify the gap if any, as compared to the basic competencies of a typical Chinese-speaking students in terms of what he/she could do in the domains of writing and reading Chinese for each ability group broadly referred to as High, Medium and Low on a territory-wide basis in Chinese proficiency at each of Key Stage I (P1-3), II (P4-6), III (S1-3) and IV (S4-6).

Provision of Services on Analyses of the Chinese Proficiency of Non-Chinese Speaking (NCS) Students (Ref.: EDB(EC)16/2013)

This 2-year project aims to 1) improve on the L/T effectiveness of Chinese Language for NCS students in designated, non-designated, and main stream schools in Hong Kong; 2) enhance the capability of teachers in the L/T of Chinese Language for NCS students by nurturing them as curriculum developers, curriculum leaders, facilitators of learning and action researchers in schools; 3) Identify important features or characteristics of the Chinese language learning of NCS secondary school students through school-based curriculum development and the use of assessment tools; 4) develop/identify appropriate instructional strategies and practices, taken into consideration the Chinese language learning characteristics of the NCS students, and supported by leading-edge education theories and research findings, as well as effective learning.

USP-SEC3

University-School Support Programme - Tradition and Innovation: Supporting the Learning and Teaching of Chinese Language for Non-Chinese Speaking Students in Secondary Schools (2013-2015) (the 3rd USP-SEC)

The Project aims to 1) develop school-based Chinese Language curriculum and teaching materials for P3, S1 and S2 teachers; 2) meet teachers of the School once or twice every month to provide consultancy on the framework of Chinese Language curriculum, related teaching arrangement and recommendations to solve problems encountered; 3) observe the classroom teaching of Chinese Language lesson(s) of the School if necessary; 4) provide two seminars or workshops on teaching conceptions for Chinese Language teachers of the School; and 5) provide one seminar on teaching conceptions for parents of the School.

The Development of a school-based Chinese Language curriculum for Evangel College (Primary School)

The Research Consultant shall provide consultancy service on the development of a school-based Chinese Language curriculum within the project period including (1) meet teachers of the School once or twice every month to provide consultancy on the framework of Chinese Language curriculum, related teaching arrangement and recommendations to solve problems encountered; (2) observe the classroom teaching of Chinese Language lesson(s) of the School if necessary; and (3) provide workshops on teaching conceptions for Chinese Language teachers of the School

 

「本校學生背景多樣化，為了配合不同學生的程度及需要，本校已發展多個課程設置方案，綜合運用各種教學方法，讓學生從聽說開始，進而發展讀寫能力。本校長期和香港大學教育學院謝錫金教授的研究團隊合作，發展校本中文課程，剪裁一套切合非華語學童的中文課程，期望學生能運用所學，廣泛地閱讀，學會自學。」

(Extracted from the School website: <a href="http://www.hktawts.edu.hk/website/singlepage/index?channel_id=8751&amp;lang=hk" target="_blank" rel="noreferrer noopener">http://www.hktawts.edu.hk/website/singlepage/index?channel_id=8751&amp;lang=hk</a>

<h3> </h3>

「八成為非華語學生的香港道教聯合會雲泉學校，學生來自十多個國籍，但人人都能夠說不錯的英語。多年前，學校曾經一度無法吸引本地學生選讀，但自引用商界的「設計思維」理念來訓練老師，以及用於STEAM教學後，近年已成功吸引兩成本地學生，成為一所少有的平民國際學校。.......學生八成來自十多個非華語國籍，老師來自八個國籍，學生的宗教有穆斯林、印度教、天主教、基督教及道教等，擁有多元文化。校長劉惠珍極力提倡校園共融，校服可以因應宗教需要調適，學生上課及日常都以英語溝通，塑造成一個真正的英語語境，近年來已吸引了兩成本地華人入讀，打破了曾經零本地學生就讀的情況。校長說是一大成功。學校重視藝術教學，校內到處都看到各式的藝術品。學校中文科用校本課程，與香港大學中文教育研究中心共同設計非華語學生的中文課程，本地學生則讀正規中文課程。......」

(Extracted from news on Sky Post on 22/11/2018 <a href="https://skypost.ulifestyle.com.hk/article/2213652/%E9%A6%99%E6%B8%AF%E9%81%93%E6%95%99%E8%81%AF%E5%90%88%E6%9C%83%E9%9B%B2%E6%B3%89%E5%AD%B8%E6%A0%A1%20STEAM%E6%95%99%E5%AD%B8%E9%87%8D%E8%A8%AD%E8%A8%88%E6%80%9D%E7%B6%AD" target="_blank" rel="noreferrer noopener">"香港道教聯合會雲泉學校 STEAM教學重設計思維 (晴報 2018/11/22)"</a>)

The Development of a school-based Chinese Language curriculum for HK Taoist Association Wun Tsuen School

This one-year project aims to 1) develop systematic teaching materials and assessment criteria for learning Chinese Culture through studying complex text; 2) help students to grasp the positive values as well as schematic structure of Chinese culture; 3) develop effective and evidence-based the teaching materials and assessment criteria with reference to the learning Chinese culture and Chinese reading strategy; 4) empower Chinese language teachers so that they could help their students to grasp the positive values as well as schematic structure of Chinese culture effectively.



Related deliverable: <a href="http://www.cacler.hku.hk/cacler_api/hk/publication/books/resource-book-on-return-to-learning-to-learn-promoting-secondary-school-students-ability-of-reading-complex-texts-for-the/" target="_blank" rel="noreferrer noopener">「有文有道　回歸學會學習、從文本到能力，從能力到文化的閱讀學與教設計」</a>





For details, please visit QEF website: 

<a href="https://qcrc.qef.org.hk/tc/search/projectdetails.php?id=6937" target="_blank" rel="noreferrer noopener">https://qcrc.qef.org.hk/tc/search/projectdetails.php?id=6937</a>

QEF - Return to Learning to Learn: Promoting Secondary School Students&#039; Ability of Reading Complex Texts for the Understanding of Chinese Culture in Hong Kong (Project No. EDB/QEF/2012/0124)

This two-year project aims to 1) enhance students’ reading ability and motivation in learning Literary Chinese; 2) identify possible problems leading to the general weaknesses in Literary Chinese; 3) work with teachers in formulating interactional strategies and develop effective approaches on reading strategy instruction for learning Literacy Chinese for secondary schools; 4) develop assessment tool(s) to evaluate the effectiveness of students’ reading ability and motivation in Literary Chinese; 5) design and develop quality and need-focused web-based L/T support material for the secondary classroom in this study; 6) provide professional teacher training for secondary teachers in this study in adopting the suggested approaches to reading strategies and the need-focused learning and teaching materials in Literary Chinese; and 7) provide professional views and suggestions to EDB in promoting reading strategies in Literary Chinese in the secondary classroom based on the findings of this study.

Provision of Services on the Study of Using Assessment Data to Enhance Secondary Students&#039; Reading Comprehension Skills and Motivation in Learning Literary Chinese (Quotation Ref: (38) EDB/EI/BCA/F&amp;A/60/1/1(5))

<h3>引言</h3>

「全球学生阅读能力进展研究」（Progress in International Reading Literacy Study，简称PIRLS）由国际教育成绩评估协会（International Association for the Evaluation of Educational Achievement，简称IEA）主办，是一项评估全球小学四年级学生的阅读能力标准、阅读行为及阅读态度的对比研究，全球共有50 个国家或地区参加。

香港大学中文教育研究中心（CACLER）的研究团队得到香港特别行政区政府教育局委托，参与此项国际大型教育研究，一方面了解香港小学生的阅读能力，与全球同龄学生的比较；另一方面帮助教育人员、学校和社会大众检视香港小学生的阅读能力发展，以及影响的因素。



<a href="https://legacy.cacler.hku.hk/en/research/project/pirls_2016/">更多资料</a>

全球学生阅读能力进展研究 2016

The project has the following objectives: 1) The Fourth Study on the Progress in Chinese and English Reading Literacy Study (BR2013) is the fourth study in a series (following BR2004, BR2007 and BR2010). The present study operates in a three-year cycle of assessment and measures trends in children's bilingual reading literacy attainment in relation to policy and practice changes. The data collection period will be conducted from April to June in 2013. 2) The effects of using Cantonese or Putonghua as the MOI on Chinese reading literacy will be robustly analyzed. 3) The impact on students’ bilingual reading performance of implementing “reading across the curriculum” policies in Chinese and English will be investigated. 4) The impact on bilingual reading performance of students’ reading habits, self-concept as readers, attitudes towards reading, teaching methods and classroom reading activities, home reading environment and parents’ attitudes toward reading will be investigated.

The Fourth Study on the Progress in Chinese and English Reading Literacy Study (in 2013) at Primary 4 in Hong Kong and Approaches to and Strategies for Enhancing the Quality of Teaching and Learning of Reading

This project provides 1) an estimation of 22 student support programmes (SSP) which are operated in 15 venues for NCS students and the SSP offers lessons to NCS students after school hours and /or during non-public school holidays including Saturdays. 2) an estimation of 10 teacher workshops per school year which are led by experienced practitioners who have both theoretical background and practical experiences in teaching Chinese as a second language. The SSP aims to support the integration of NCS students into local education system; to provide NCS students with assistance in overcoming the difficulties in the learning of Chinese Language; to equip NCS students for taking the relevant exit examinations upon their graduation from school; to empower NCS students for self-learning of Chinese Language; and to facilitate NCS students the cross-cultural learning among the languages that they know.

Provision of Services (2012) for Running of Chinese Language Learning Support Centres for Non-Chinese Speaking (NCS) Students  (Ref: EDB/NCS/SEC-04 (2012))

This three-year project aims at 1) Building teachers’ and curriculum leaders’ capacity on planning and developing effective instructional and assessment strategies to foster the learning of NCS children in kindergartens from a multicultural perspective with major focus on teaching and learning of Chinese as a second language in Hong Kong; 2) Generating knowledge on curriculum planning, effective instructional and assessment strategies for the learning of pre-primary NCS children with major focus on teaching and learning of Chinese language in Hong Kong; and developing exemplary research-based good practices on school-based curriculum planning, effective instructional and assessment strategies and diagnostic tools for assessing the learning needs of NCS children. The project will provide intensive school support and professional development programmes to pre-primary educators of kindergartens who are teaching NCS children to develop a multicultural educational perspective which is fully embedded in their organizational culture and solidly anchored with good practices and knowledge generated for their daily practices and further development.

Supporting Kindergartens in the Teaching and Learning of Chinese for Non-Chinese Speaking Children (KG-USP)

This research study aims 1) to reveal what NCS students can do as to be considered to have met the threshold standards for studying competently in Chinese Language lessons in HK local schools alongside their Chinese-speaking counterparts; 2) to investigate the essential elements of threshold standards for immersion in Chinese Language lessons as well as reading competently and extensively in Chinese for NCS students; 3) to find out different elements of threshold standards be assessed effectively in different learning domains of listening, speaking, reading and writing as well as Chinese character recognition and writing; 4) to explore if there any distinctive features in the performance of learning Chinese that could be explained by differences in ethnic groups or language background; and 5) to suggest the adoption of the principles on “assessment for learning” in improving curriculum planning and pedagogy strategies for teaching Chinese as a second language to NCS students.

Research and Development of Exemplars on Chinese Language Assessment Tools for Non-Chinese Speaking Students in Local Primary and Secondary Schools of Hong Kong (CD/CLE/73-1105)

The project aims to 1) build up a network of school community to enhance the capability of core schools to share and disseminate their school-based experience, curriculum and theoretical framework on self-regulated learning in Chinese language; 2) further develop the school-based curriculum on self-regulated learning in Chinese language with our collaborating schools; 3) enhance teachers’ capabilities to develop strategies to foster students’ self-regulated learning; and 4) develop an exemplar of school-based curriculum and implementation guidelines for our collaborating school teachers.

This five-year thematic series had successfully completed in August 2016. During the five-year project period, the Centre was as an education hub in developing students’ independent learning in Chinese Language education through conducting related research with over 110 collaborating schools (39 secondary schools and 74 primary schools) in Hong Kong from 2011 to 2016.

<a href="https://qcrc.qef.org.hk/en/fund/activity.php?cate=4" target="_blank" rel="noreferrer noopener">The QEF Thematic Network</a> was initiated in 2006 to disseminate good practices derived from QEF projects and promote professional sharing through networking different schools and educational bodies. 

 

Remarks:

QTN 2015/16: Prof. SK Tse

QTN 2014/15: Prof. SK Tse

QTN 2013/14: Prof. SK Tse(PI), Dr. Lam, J.W.I. and Dr. Loh, E.K.Y.

QTN 2012/13: Prof. SK Tse(PI), Dr. Lam, J.W.I. , Dr. Loh, E.K.Y. and Dr. Hui, S. Y.

QTN 2011/12: Prof. SK Tse(PI), Dr. Lam, J.W.I. , Dr. Loh, E.K.Y. and Dr. Hui, S. Y.

QEF - Thematic Network Chinese Language (EDB/QEF 22/17/8) for the 5 school years in 2011/12, 2012/13, 2013/14, 2014/15 and 2015/16

The Project aims to 1) provide consultancy on the framework of Chinese Language Curriculum; 2) provide consultancy on classroom teaching; 3) provide school-based workshops on pedagogical concepts for Chinese Language teachers for 2 school years in 2011/12 and 2013/14

The Development of a school-based Chinese Language curriculum for Hong Kong Taoist Association The Yuen Yuen Institute No. 3 Secondary School

The Project aims 1) to provide training courses &amp; workshops to teachers of special schools &amp; organizations, so that they can teach their students in lessons; 2) to study the learning difficulties of hearing impaired students and help the schools or organizations to design learning activities that can integrate into their original Chinese Language curriculum; 3) to share the experiences and outcomes of the project; and 4) to enhance the exchange culture between Mainland China &amp; Hong Kong.

UGC-Matching Grant Scheme (5th Phase): A Study on how the CKC Inputting Method Helps the Hearing Impaired person improving their Chinese Language skills

This QEF project aims to 1) enhance the capability of Liberal Studies Teachers to assess their students’ tasks; and 2) enhance students’ writing ability in Liberal Studies.

 

Project Deliverables: <a href="https://qcrc.qef.org.hk/Publish/project_information/201403/20140313180342_62b3dMjAwO.pdf" target="_blank" rel="noreferrer noopener">「評估促進學習：以專科語體教學提高學生通識教育科的書寫能力」資料冊</a>

 

For details of the project, please visit QEF website:

<a href="https://qcrc.qef.org.hk/tc/search/projectdetails.php?id=6529" target="_blank" rel="noreferrer noopener">https://qcrc.qef.org.hk/tc/search/projectdetails.php?id=6529</a>

Assessment for Learning: Enhancing Students’ Writing Ability in Liberal Studies by Subject-specific Genre Teaching (QEF Ref:  2009/0440)

This project, collaborated with the Division of Speech and Hearing Sciences, will focus on the art of singing voices of Leung Yi Chung and Leung So Kam and their contribution to the development of their “Leung Style” singing voice. Apart from studying the heritage and culture of Cantonese opera in an ethnographical way, it will also study the unique voice of the “Leung Style” singing from the scientific perspective. The speech and hearing specialist will use acoustic measurements (voice recording) to compare the special voice ("hong") with a normal (or standard) Cantonese opera singing voice or to use an endoscope to view the vocal folds in the production of the special and standard voices.

Research and Publication on the Art of Singing Voices of Leung Yi Chung and Leung So Kam

The project aims to 1) translate the Cantonese Opera script for the study of foreigners; 2) put in English subtitles in the Cantonese Opera for non-Chinese speaking audiences; 3) internationalize and raise the academic level of the Cantonese Opera.

Translation and Bilingual (Chinese and English) Publication Project of Yip Shiu Tak’s Cantonese Opera Manuscripts

The Project aims to support the implementation of the NSS Chinese language Curriculum by enriching teachers’ knowledge and enhancing their understanding of learning, teaching and assessment strategies for the elective module “Cultural Issues”, and developing their capacity in planning and implementing it in their own schools

Teacher Professional Development Courses on Enriching Knowledge and Learning and Teaching Strategies on Elective Module of &#039;Cultural Issues&#039; in the New Senior Secondary Chinese Language Curriculum

The project aims to 1) investigate the importance and structure of promoting reading in primary and secondary schools in Macau; 2) investigate the state of the teaching and promoting of reading in primary and secondary schools in Macau; 3) investigate the state of teachers and school librarians in primary and secondary schools in Macau; 4) investigate the outcome and impact of the teaching and learning of reading in primary and secondary schools in Macau; 5) investigate the learning environment and resources support teaching and learning of reading in primary and secondary schools in Macau; 6) investigate the expectation of parents and their support on teaching and learning of reading in primary and secondary schools in Macau; 7) provide suggestions for future development; and 8) provide reading assessment tools for primary and secondary schools for the continuous development of teaching and learning of reading.

Promoting Reading Research Project in Macau

The Project aims to 1) provide student support programmes on Chinese Language for non-Chinese students at Secondary level; 2) conduct teachers workshops for Chinese Language teachers on the development, selection and use of learning and teaching resources for NCS students to address problems arisen from learning diversity among NCS students.

Provision of Services (2010) for Running of Chinese Language Learning Support Centres for Non-Chinese Speaking (NCS) Students (Ref: EDB/NCS/SEC-03 (2010))

The Project aims to promote effective methods of teaching Chinese characters to pre-primary students through case studies, school visits, lesson observations and trial teaching in 6 pre-primary schools.

A Project Promoting Effective Methods of Teaching Chinese Characters to Young Children in Hong Kong: Ways of Teaching Pupils to Recognise and Write Chinese Characters

The Project aims to 1) identify the possible problems leading to the general weaknesses in speaking skills and enhance low achievers’ speaking strategy learning; 2) develop effective approaches to speaking strategy instruction for primary schools based on the authentic data analysis; and 3) design and develop quality and need-focused WLTS materials for primary schools based on the suggested speaking strategy instruction in the study.

Provision of Services on the Study of Students&#039; Speaking Skills and the Production of Web-based Learning and Teaching Support (WLTS) Materials of the Basic Competency Assessments (BCA) in the Key Learning Area (KLA) of Chinese Language in Primary Lev

The Project aims to 1) enhance the support to Hong Kong local schools on assessment for learning of Chinese Language for NCS students; 2) find out the essential elements of threshold standards for immersion in Chinese Language lessons as well as reading competently and extensively in Chinese for NCS students; 3) investigate the different elements of threshold standards which should be assessed effectively in different learning domains of listening, speaking, reading and writing as well as Chinese character recognition and writing; 4) reveal how well the learning performance that NCS students’ should have, so as to meet the threshold standards for studying competently in Chinese Language lessons in Hong Kong local schools alongside their Chinese-speaking counterparts; 5) find out as if there are distinctive features in the performance of learning Chinese which due to differences in ethnic groups of language backgrounds; 6) provide suggestions which employ the principles on “assessment for learning” in improving curriculum planning and pedagogy strategies for teaching Chinese as a second language to NCS students.

Research and Development of Chinese Language Assessment Tools for Non-Chinese Speaking Students in Hong Kong Schools

The Project aims to 1) develop a school-based Chinese Language curriculum; 2) meet teachers of the School once every month to provide consultancy on the framework of Chinese Language curriculum, related teaching arrangement and recommendations to solve problems encountered; 3) observe the classroom teaching of Chinese Language lesson(s) of the School if necessary; and 4) provide workshops on teaching conceptions for Chinese Language teachers of the School.

The development of a school-based Chinese Language curriculum – Hon Wah College (cum Primary Section)

This Bilingual Reading (BR) project, after BR04 and BR07, will be the 3rd in a 3-year cycle of assessment that measures trends in children's bilingual reading literacy achievement, and policy and practices related to literacy. It aims to explore (1) the Chinese reading literacy of pupils using Cantonese or Putonghua as their MOI will be compared; (2) impacts of "small class size" on teaching approaches of English and Chinese reading and pupils' bilingual reading performance will be investigated; and (3) Impacts of pupils' reading habits, self-concept and attitudes, teaching methods, classroom reading activities, home reading environment and parents' attitudes towards reading on bilingual reading performance will be investigated.

The Progress in Chinese and English Reading Literacy Study (in 2010) at Primary 4 in HK and Approaches to and Strategies for Enhancing the Quality of the Teaching and Learning of Reading

The Project aims 1) to inform teachers and help them develop creative teaching behaviors to enhance their teaching in Chinese by means of Learning Studies; 2) to examine the cultural relevance and validate the Creative Teaching Framework to creative teaching behaviors of teachers in Hong Kong; 3) to examine the impact of Learning Studies on teachers’ creative teaching using the framework set out in objective ii and qualitative analysis of lessons; 4) to examine achievement gains in writing and reading among primary students as a result of the creative teaching developed by objective; and 5) To explore the relationship between creative teaching behaviors of teachers and achievement gains in writing and reading among primary students

Enhancing creative teaching behaviors by Learning Study and its impact on writing and reading abilities of Primary school students in Hong Kong

Enhancing students’ reading literacy as the learning of a complex learning object will be studied in two different cultural contexts. As previous studies were carried out either in Sweden or Hong Kong, it is not sure if the findings are valid in other cultural contexts. This raises the need to: 
1. discern critical features of enhancing reading literacy in Sweden and Hong Kong 
2. develop theoretical tools of enhancing reading in Chinese and Swedish Language teaching in the learning studies 
3. explore ways participating teachers handle the lessons to foster students’ reading literacy, and 
4. describe similarities and differences in enhancing reading in Sweden and Hong Kong 
The project also evaluates the effectiveness of the implementation of the variation theory in improving students’ reading literacy. We study learning both in short- and long-term perspectives in line with our findings on generative learning (Holmqvist et al., 2007) and Vygotskij’s findings (2001) on the same topic. Vygotskij’s claim parallels our findings that more complex or higher functions require a more general understanding which seems to develop learning behind the learning situation (generative learning). 
This is the first major in-depth study looking into the impact of both school-level or classroom-level elements on reading achievement of primary students in Sweden and HK. The findings will help authorities and schools develop reading policies and curricula, and help teachers improve teaching pedagogies (especially the use of teaching resources in reading, types and organizations of classroom reading activities, teaching of reading skills and strategies and so on).

The Same Theoretical Approach in Two Different Cultures

The project aims 1) to examine the place and inclusion of HK in the network of international reading assessment and promoting collaboration among governments of different countries and jurisdictions on reading assessment policies; 2) to measure the reading literacy attainment of students and comparing these against the attainment of counterparts in other countries / jurisdictions; 3) to compare teachers' instructional practices against those used by teachers in other countries/jurisdictions and investigating their effectiveness in nurturing students' reading ability; 4) to examine educational policies and practices against globally-defined reading literacy benchmarks; 5) to examine the effectiveness of elementary school education and early reading instruction in schools in promoting reading literacy among primary-age students; 6) to investigate the factors that affect students' literacy performance and how they affect reading literacy attainment; 7) to track changes in HK students' reading literacy in PIRLS 2001, PIRLS 2006 and PIRLS 2011; 8) to investigate local factors (including but not limited to pedagogical practices with regard to reading instruction and assessment, curriculum reform and other reform measures introduced by the Education Bureau) that have caused changes in students' reading literacy performance in 2011 compared with standards in PIRLS 2001 and PIRLS 2006; and 9) to propose measures to improve and foster students' reading literacy by making comparisons against students in high-performing countries/jurisdictions.

Progress in International Reading Literacy (PIRLS ) 2011 in Hong Kong

The Project aims to provide consultancy on developing school-based Chinese Language curriculum and teaching materials for Hong Kong University Graduates Association College; 2) meet teachers of the School once or twice every month to provide consultancy on the framework of Chinese Language curriculum, related teaching arrangement and recommendations to solve problems encountered; 3) observe the classroom teaching of Chinese Language lesson(s) of the School if necessary.

Consultancy service on the development of a school-based Chinese Language curriculum for Hong Kong University Graduates Association College

The Project aims to aligning assessment to facilitate teaching and learning in Liberal Studies through analyzing students performance under different modes of assessment and conducting studies on applying diversified assessment methods in schools.

Project website: <a href="http://liberal.cacler.hku.hk/index.html">http://liberal.cacler.hku.hk/index.html</a>

Collaborative Research and Development Project on Aligning Assessment to Facilitate Teaching and Learning in Liberal Studies

計劃簡介：

本計劃由語文教育及研究常務委員會語文基金贊助，於2016年6月展開工作，邀請了本港30間收錄非華語學生的中學參加。其中8間種子學校接受本計劃團隊每月至少兩次到校支援，與老師共同設計教材及教學活動，研發適合不同背景學生的校本中文課程和教學法。本計劃也為22間網絡學校提供適切支援，舉辦介紹各種中文教學法的研討會及工作坊，通過本計劃特設的網頁平台，為老師提供自由選取不同範疇及程度的中文第二語言試題庫、研討會及工作坊活動資訊，協助老師提升中文教學成效；更為同學提供刊登作品的跨文化網上學生雜誌《匯文子集》、各項比賽及才藝匯演消息，互相觀摩，提升中文學習能力。最終，本計劃總結支援學校老師及非華語學生的經驗及所得資料，加以分析，整理成系統的教學理論，並舉辦國際研討會，向不同教育界持分者發布成果。

PoCSL

中学非华语学生的中文教与学支援计划 (2016 - 2018)

The project aims to develop learning resources for the Chinese Language subject with reference to the Knowledge Structure of Reading for Key Stage (KS) 1 and KS2 provided by the Education Bureau (EDB). The learning resources developed will be uploaded to the online platform of a Student Adaptive Learning System (SALS), which makes use of computer technology to cater for learner diversity and support a personalised learning path in the design and delivery of learning resources as well as assessment tasks and questions. Resources are developed with reference to knowledge structures of specific dimensions in the curricula of the Chinese Language subjects.

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