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Using the Home-School-Community Model to Enhance the Chinese Language Proficiency of Non-Chinese Speaking Children

机译：利用家庭学校社区模型提升非中国人讲的汉语水平

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摘要

This study employed a mixed-method approach from multiple source of informants, including NCS students, parents, principals, teachers, multicultural teaching assistants (MTAs), and voluntary agencies to validate the effectiveness of using the Home-School-Community (H-S-C) framework in teaching Chinese to non-Chinese-speaking (NCS) children. Results revealed that NCS students receiving the H-S-C-based interventions showed a better Chinese language proficiency progression than the comparison group. Within the home domain, NCS parents increased awareness, knowledge and skills in supporting children’s learning, and provided improved space for learning Chinese at home. In the school domain, principals and teachers were equipped with culturally-responsive pedagogical knowledge and skills in teaching NCS students, with MTAs’ assisting in teaching and communicating with parents and teachers. Community domain programs provided experiential learning opportunities for NCS students to know the community and engage in cultural exchange with local students. With a holistic approach to home-school-community domains, a reconstruction of an L1-like Chinese language learning environment was made possible for NCS students.
机译：本研究采用了来自多个线索的混合方法方法，包括NCS学生，父母，校长，教师，多元文化教学助理（MTA）以及志愿机构，以验证使用家庭学校社区（HSC）框架的有效性在汉语教学中的非中文（NCS）儿童。结果显示，NCS学生接受基于H-S-C的干预措施表明，比比较组更好的汉语能力进展。在家庭领域，NCS家长提高了支持儿童学习的意识，知识和技能，并为家庭学习中文的学习空间提供了改进的空间。在学校领域，校长和教师都配备了文化响应的教学教学知识和技能，教授NCS学生，MTAS协助教学和与父母和教师沟通。社区域计划为NCS学生提供了对社区的经验学习机会，并与当地学生参与文化交流。随着家庭学校社区域的整体方法，对于NCS学生来说，可以重建一个类似的汉语学习环境。

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