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

Abstract

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.