Teachers’ perspective on teaching Mandarin towards Non-Chinese students in Chinese primary school; 教师视角下华小非华裔学生华语教学探究
With the increase in the number of non-Chinese students in Chinese primary schools, Malayisa and the full implementation of primary school new Chinese Language curriculum standards, can a Chinese teachers adapt to such changes? In this development trend, we are concerned about the difficulties faced...
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| Format: | Article |
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Walter de Gruyter GmbH
2022
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| Online Access: | http://eprints.um.edu.my/43518/ |
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| Summary: | With the increase in the number of non-Chinese students in Chinese primary schools, Malayisa and the full implementation of primary school new Chinese Language curriculum standards, can a Chinese teachers adapt to such changes? In this development trend, we are concerned about the difficulties faced by teachers. This paper uses a questionnaire survey to investigate 181 Chinese teachers in 10 Chinese primary schools in the southern district of Kuala Lumpur. From the perspective of Chinese teachers, it explores the views and evaluations of non-Chinese students in the area of learning Chinese under the environment of Chinese language as a medium of instruction, and further understands the difficulties in the teaching process faced by Chinese primary school teachers. The survey indicated that teachers in Chinese primary schools who teach Chinese language as a mother tongue and a second language simultaneously face great challenges. Chinese primary school teachers found that non-Chinese students have difficulty in reading and writing. In addition, non-Chinese students’ performance in homework, dictation and comprehension of texts is relatively weak. The hardest problem faced in the teaching process is that communication barrier between teachers and non-Chinese students. Chinese primary school teachers relatively showed positive beliefs in teaching non-Chinese students. There are 81 of teachers work hard to teach, but they often fail to achieve the results they want. Most teachers try their best to adapt and are willing to adopt a variety of teaching methods to improve teaching effectiveness. Arranging other Chinese students to assist non-Chinese students is often one of the teaching methods. It is necessary for the teachers to master the first and second language teaching methods and adapt to local conditions for improving the learning difficulties of non-Chinese students. In the long run, Chinese education in Malaysia needs to be repositioned before it can hopefully create another new chapter in Chinese education in the future. © 2022 Global Chinese. All rights reserved. |
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