Challenges Arising from Dissonant Views about Trilingual Education in an Early Childhood Context

Autor/in	Tam, Angela Choi Fung
Titel	Challenges Arising from Dissonant Views about Trilingual Education in an Early Childhood Context
Quelle	In: International Journal of Bilingual Education and Bilingualism, 24 (2021) 7, S.990-1010 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2018.1529139
Schlagwörter	Bilingual Education; Early Childhood Education; Language Usage; Native Language; Second Language Learning; Principals; Administrator Attitudes; Barriers; Educational Objectives; Curriculum Design; Teaching Methods; Bilingual Teachers; Teacher Salaries; Multilingualism; Faculty Development; Teacher Attitudes; Parent Attitudes; Foreign Countries; English (Second Language); Mandarin Chinese; Sino Tibetan Languages; Hong Kong + Suchen Sie Ihr Suchwort? Bilingual teaching; Bilingualer Unterricht; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Sprachgebrauch; Zweitsprachenerwerb; Principal; Schulleiter; Educational objective; Bildungsziel; Erziehungsziel; Lehrplangestaltung; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerbesoldung; Lehrervergütung; Mehrsprachigkeit; Multilingualismus; Lehrerverhalten; Elternverhalten; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Hongkong
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01