Professional Capacity Building of Multicultural Teaching Assistants in Hong Kong Kindergartens with Ethnic Minority Children
A professional teaching development programme was established to equip multicultural teaching assistants (MTA) with skills and knowledge to teach non-Chinese speaking (NCS) preschoolers in Hong Kong. To evaluate if MTAs are perceived to be able to perform their intended roles (support Chinese and ov...
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Veröffentlicht in: | Journal of language teaching and research 2021-03, Vol.12 (2), p.234-244 |
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creator | Tse, Shek Kam Pang, Emily Y. W. To, Heiken Tsui, Pik Fong Lam, Lu Sai |
description | A professional teaching development programme was established to equip multicultural teaching assistants (MTA) with skills and knowledge to teach non-Chinese speaking (NCS) preschoolers in Hong Kong. To evaluate if MTAs are perceived to be able to perform their intended roles (support Chinese and overall learning, provide pastoral support, bridge the communication between NCS parents and kindergartens, and promote social integration), questionnaires were collected from 18 principals and 74 teachers. To assess if the programme can equip MTAs with necessary skills for the planned roles, questionnaires were collected from 39 MTAs, and a focus group interview with 8 MTAs was also conducted. Results showed that principals and teachers were satisfied with MTAs’ performances in supporting NCS students’ learning. Moreover, the majority of MTAs agreed that the training programme helped them to perform their intended roles in preschools. Most modules taught in the training programme, apart from one exception, were well received by MTAs. The focus group interview revealed that MTAs were satisfied with the programme, though they preferred more training on Chinese writing skills and knowledge in dealing behavioral issues of children. The study shows the possibility of integrating MTAs into multicultural classrooms in Hong Kong to facilitate NCS children’s learning. |
doi_str_mv | 10.17507/jltr.1202.03 |
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W. ; To, Heiken ; Tsui, Pik Fong ; Lam, Lu Sai</creator><creatorcontrib>Tse, Shek Kam ; Pang, Emily Y. W. ; To, Heiken ; Tsui, Pik Fong ; Lam, Lu Sai</creatorcontrib><description>A professional teaching development programme was established to equip multicultural teaching assistants (MTA) with skills and knowledge to teach non-Chinese speaking (NCS) preschoolers in Hong Kong. To evaluate if MTAs are perceived to be able to perform their intended roles (support Chinese and overall learning, provide pastoral support, bridge the communication between NCS parents and kindergartens, and promote social integration), questionnaires were collected from 18 principals and 74 teachers. To assess if the programme can equip MTAs with necessary skills for the planned roles, questionnaires were collected from 39 MTAs, and a focus group interview with 8 MTAs was also conducted. Results showed that principals and teachers were satisfied with MTAs’ performances in supporting NCS students’ learning. Moreover, the majority of MTAs agreed that the training programme helped them to perform their intended roles in preschools. Most modules taught in the training programme, apart from one exception, were well received by MTAs. The focus group interview revealed that MTAs were satisfied with the programme, though they preferred more training on Chinese writing skills and knowledge in dealing behavioral issues of children. The study shows the possibility of integrating MTAs into multicultural classrooms in Hong Kong to facilitate NCS children’s learning.</description><identifier>ISSN: 1798-4769</identifier><identifier>EISSN: 2053-0684</identifier><identifier>DOI: 10.17507/jltr.1202.03</identifier><language>eng</language><publisher>London: Academy Publication Co., LTD</publisher><subject>Behavior ; Bilingualism ; Children & youth ; Children of minorities ; Chinese languages ; Classroom communication ; Classrooms ; Curricula ; Demographic aspects ; Education ; Educational aspects ; Families & family life ; Focus groups ; Graduate teaching assistants ; Intercultural education ; Kindergarten ; Learning ; Methods ; Minority & ethnic groups ; Minority groups ; Multiculturalism & pluralism ; Parents & parenting ; Practice ; Preschool children ; Professional development ; Questionnaires ; Roles ; Schools ; Students ; Teachers ; Teaching ; Teaching assistants ; Training ; Vocational guidance</subject><ispartof>Journal of language teaching and research, 2021-03, Vol.12 (2), p.234-244</ispartof><rights>COPYRIGHT 2021 Academy Publication Co., LTD</rights><rights>Copyright Academy Publication Co., Ltd. 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To assess if the programme can equip MTAs with necessary skills for the planned roles, questionnaires were collected from 39 MTAs, and a focus group interview with 8 MTAs was also conducted. Results showed that principals and teachers were satisfied with MTAs’ performances in supporting NCS students’ learning. Moreover, the majority of MTAs agreed that the training programme helped them to perform their intended roles in preschools. Most modules taught in the training programme, apart from one exception, were well received by MTAs. The focus group interview revealed that MTAs were satisfied with the programme, though they preferred more training on Chinese writing skills and knowledge in dealing behavioral issues of children. 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W.</au><au>To, Heiken</au><au>Tsui, Pik Fong</au><au>Lam, Lu Sai</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Professional Capacity Building of Multicultural Teaching Assistants in Hong Kong Kindergartens with Ethnic Minority Children</atitle><jtitle>Journal of language teaching and research</jtitle><date>2021-03-01</date><risdate>2021</risdate><volume>12</volume><issue>2</issue><spage>234</spage><epage>244</epage><pages>234-244</pages><issn>1798-4769</issn><eissn>2053-0684</eissn><abstract>A professional teaching development programme was established to equip multicultural teaching assistants (MTA) with skills and knowledge to teach non-Chinese speaking (NCS) preschoolers in Hong Kong. To evaluate if MTAs are perceived to be able to perform their intended roles (support Chinese and overall learning, provide pastoral support, bridge the communication between NCS parents and kindergartens, and promote social integration), questionnaires were collected from 18 principals and 74 teachers. To assess if the programme can equip MTAs with necessary skills for the planned roles, questionnaires were collected from 39 MTAs, and a focus group interview with 8 MTAs was also conducted. Results showed that principals and teachers were satisfied with MTAs’ performances in supporting NCS students’ learning. Moreover, the majority of MTAs agreed that the training programme helped them to perform their intended roles in preschools. Most modules taught in the training programme, apart from one exception, were well received by MTAs. 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subjects | Behavior Bilingualism Children & youth Children of minorities Chinese languages Classroom communication Classrooms Curricula Demographic aspects Education Educational aspects Families & family life Focus groups Graduate teaching assistants Intercultural education Kindergarten Learning Methods Minority & ethnic groups Minority groups Multiculturalism & pluralism Parents & parenting Practice Preschool children Professional development Questionnaires Roles Schools Students Teachers Teaching Teaching assistants Training Vocational guidance |
title | Professional Capacity Building of Multicultural Teaching Assistants in Hong Kong Kindergartens with Ethnic Minority Children |
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