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首页> 外文期刊>International Journal of Bilingual Education and Bilingualism >Challenges arising from dissonant views about trilingual education in an early childhood context
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Challenges arising from dissonant views about trilingual education in an early childhood context

机译：关于幼儿背景中的三语文语文教育产生的挑战

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摘要

The discourse around combining local, national and international languages constitutes an important issue in the global education agenda (Kirkpatrick and Chau 2008). Ideas about how trilingual education ought to be designed and implemented vary across stakeholders. This study explores (1) the beliefs which early childhood education (ECE - ECE refers to teaching of young children up to the age of six) principals, teachers and parents exhibit about trilingual preschool education in Hong Kong; (2) the challenges in the trilingual preschool implementation processes, and (3) the mechanisms employed by ECE principals for coping with these challenges. Semi-structured interviews and observations were conducted to collect data from four preschools, and these were supplemented with documentary analysis. Findings indicate that the inconsistent beliefs among stakeholders about the aims of trilingual education and language choice, curriculum design, and instruction (pedagogy and activities) in trilingual preschools are the major challenge administrators-principals encountered impacting the implementation process. Teachers who lack professional knowledge and skills in the provision of trilingual education are also problematic. Moreover, the recruitment of native-speaking teachers of the target language is difficult due to perceived heavy workloads and poor pay. Findings also make evident important implications for policymakers, principals and professional development.
机译：结合当地，国家和国际语言的话语是全球教育议程的一个重要问题（Kirkpatrick和Chau 2008）。关于语文教育如何在利益相关者方面设计和实施的想法。本研究探讨了（1）幼儿教育的信念（ECE - ECE是指六岁的幼儿教学）校长，教师和父母在香港三语学前教育展览; （2）三语幼儿园实施过程中的挑战，（3）欧洲经委会主体雇用的机制，以应对这些挑战。进行半结构性访谈和观察，以收集四个学龄前的数据，这些课程分析补充。调查结果表明，三语中教育和语言选择，课程设计和教学（教学和活动）中的利益相关者之间的不一致信念是遇到影响实施过程的主要挑战管理员原则。缺乏专业知识和技能的教师在提供三语教育方面也是有问题的。此外，由于感知繁重的工作量和差的工资，招聘目标语言的母语教师是困难的。调查结果也明显对政策制定者，校长和专业发展的重要意义。

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