Chinese Language Development of School Children

  • Tse S.K. (In press). To What Extent does Hong Kong Primary School Students’ Chinese Reading Comprehension Benefit from After-school Private Tuition? Asia Pacific Education Review.
  • Tse S.K., Loh E.K.Y. and Tsui S.K.(2014). The medium of instruction for non-Chinese speaking preschoolers who learn Chinese as a second language, Effective Teaching and Learning of Chinese for Non-Chinese Speaking Preschoolers, Tse, S. K., & Loh, E. K. Y., Beijing Normal University.
  • Tse S.K. and Loh E.K.Y.(2014). Chinese character assessment designed for non-Chinese speaking preschoolers, Effective Teaching and Learning of Chinese for Non-Chinese Speaking Preschoolers, Tse, S. K., & Loh, E. K. Y., Beijing Normal University.
  • Tse S.K., Li H. and Leung S.O.(2014). Tense and temporality: How young children express time in Cantonese, Development of Pragmatic and Discourse Skills in Chinese-Speaking Children, Zhu Hua, Lixian Jin, John Benjamins, 35-56.
  • Li H., Tse S.K., Wong, M.S., Wong, C.M. and Leung, S.O.(2013).The Development of Interrogative Forms and Functions in Early Childhood Cantonese. First Language, 32(2), 161-181.
  • Shum, M. S.K. (2013) Enhancing the effectiveness of non-Chinese speaking students’ narrative writing ability through genre teaching approach (文類敎學法對提高非華語學生記敍文寫作能力的成效). Korea: Journal of Education in Chinese Characters and Classics. 30, 145-170.
  • Lam, JWI, Poon, AWM & Yam, DPY (2013). Speaking performance of Hong Kong primary students and design of courseware on learning to speak from the perspective of language and textual features of story-telling by students (從香港小學生口語故事的語言與結構特點看學生的能力表現與學習課件的設計). Presented at the Assessment Conference 2013 – Assessment For, Of and As Learning: Optimising the Roles of Assessment in Learning and Teaching, Hong Kong Institute of Education, 15-16 January 2013.
  • Lam, JWI & ZHU, Y (2013). Experiencing variation: using selective listening strategy for non-Chinese speaking students to learn Chinese in Chinese as a second language classroom in Hong Kong. Presented at the 9th Annual International Conference, The World Association of Lesson Studies (WALS), Sweden: The University of Gothenburg, 5-9 September 2013.
  • Loh, EKY (2013). Effect of a school-based Chinese characters curriculum for ethnic minority kindergartners learning Chinese words. Presented at the 20th Annual Meeting of the Society for the Scientific Study of Reading, Chinese University of Hong Kong, 10-13 July 2013.
  • Ng, FP (2013). Cantonese Opera in Sheds and Education in Schools: From Cultural Space to Learning Space. Presented at the 2013 International Seminar on Cantonese Opera in Memory of the Centenary of Madam Yam Kim Fai (1913-1989), Hong Kong, 12-13 January 2013.
  • Shum, MSK & Tai, CP (2013). Analysis Of Writing Ability Of Non-Chinese Speaking Students In Hong Kong—Taking Pretest And Posttest Performance Of Narrative Writing In SSP Project In HKU As An Example” (香港非華語學生中文書寫能力分析──以香港大學「學生支援計劃」記敍文前測後測表現為例). Presented at the 4th International Conference on Han Characters Education and Research, the University of Hong Kong, 15-16 August 2013.
  • Shum, MSK (2013). Developing genre pedagogy to enhance Chinese students’ writing ability in liberal studies. Presented at the 20th Annual Meeting of the Society for the Scientific Study of Reading, Chinese University of Hong Kong, 10-13 July 2013.
  • Loh, E. K. Y., Tse, S.K., & Tsui, S. K. (2013) A study of the effectiveness of a school-based Chinese characters curriculum for Non-Chinese speaking kindergarteners: Hong Kong experience. Han Character and Han Writing Education, 30: 277-324.
  • Li, X., Chu, S. K.W., Ki, W. W. and Woo, M. (2012) Using a wiki-based collaborative process writing pedagogy to facilitate collaborative writing among Chinese primary school students. Australasian Journal of Educational Technology 28(1): 159-181.
  • Tse, S. K. (2012) Catalysts Leading Experienced Primary Teachers to Modify the Ways they Teach Students to Read Chinese.L1 Educational Studies in Language and Literature, 12, 1-26.
  • Tse, S. K., & Li, H. (2012). Tense and temporality: How young children express time in Cantonese. Chinese Language and Discourse, 3(1), 35-56.
  • Shum, M. S. K., Poon, A. W. M., Lee, K. F. (2012) Teaching Chinese writing skills for non-Chinese speaking students: an exemplar from a Form 1 class of a secondary school. In Tse, S. K.,
  • Ki, W. W. and Shum, M.S.K. (Eds.), Devising a Chinese-language curriculum for non-Chinese-speaking students in Hong Kong (Text in Chinese) (pp. 133-140). Hong Kong: Hong Kong University Press.
  • Cheung, W. M., Tong, S. F., Chan, H. M. et al (2012) Dancing with multi-culture: A Case Study on school-based Chinese character teaching. In Tse, S. K., Ki, W. W. and Shum, M.S.K. (Eds.), Devising a Chinese-language curriculum for non-Chinese-speaking students in Hong Kong (Text in Chinese) (pp. 157-168). Hong Kong: Hong Kong University Press.
  • Gao, F., Sung, J. M. C. and Shum, M. S. K. (2012) Teaching design and Analysis on nurturing cross-cultural communication capability of non-Chinese speaking students in Hong Kong. In Tse, S. K., Ki, W. W. and Shum, M.S.K. (Eds.), Devising a Chinese-language curriculum for non-Chinese-speaking students in Hong Kong (Text in Chinese) (pp. 149-155). Hong Kong: Hong Kong University Press.
  • Ki, W. W. (2012) Historical and social context. In Tse, S. K., Ki, W. W. and Shum, M.S.K. (Eds.), Devising a Chinese-language curriculum for non-Chinese-speaking students in Hong Kong (Text in Chinese) (pp. 3-13). Hong Kong: Hong Kong University Press.
  • Loh, E. K. Y. & Tse, S. K. (2012). An investigation of school-based curriculum of effective Chinese character learning for Non-Chinese speaking kindergarteners. Han Character and Han Writing Education, 28: 171-195.
  • Tse, S. K., & Wong, M. Y. (2012). An assessment tool for the learning of Chinese character writing by non-Chinese speaking students. Han Character and Han Writing Education, 28, 279-298.
  • Shum, M. S. K. (2012) Enhancing Students’ Writing Ability in Liberal Studies by Subject-specific Genre Teaching. Paper presented at the 39th International Systemic Functional Congress, University of Technology, Sydney, Australia, 16-20 July 2012.
  • Shum, M. S. K. (2012). The effectiveness of Genre Teaching Approach for enhancing the narrative writing ability of non-Chinese speaking students. Paper presented at the 3rd International Conference on Teaching and Learning of Chinese Characters, Beijing, China, 18-19 August 2012.
  • Shum, M. S. K. (2012). Read to Learn: Using genre pedagogy to enhance reading and writing skills of Non-Chinese Speaking students in mainstream secondary schools. Invited speech delivered at the Conference on Enhancing the Teaching and Learning of Chinese for Non-Chinese Speaking Students: Challenge and Breakthrough, HKU. 30 Nov – 1 Dec 2012.
  • Chau, L.N.L., Wong, J.M.S., & Li, H. (2011). Hong Kong Kindergartens in the Web 2.0 Era: Practices, Problems and Prospects. In R. Kahn & S. Mazur (Eds..), Educational Studies and School (pp. 273–286). Los Angeles, USA: Antioch University Los Angeles. (ISBN: 978-1-4507-7293-8) (Third author; peer-reviewed; 30%).
  • Gao, F. (2011). Linguistic capital continuity and change in educational language policies for South Asians in Hong Kong primary schools. Current Issues in Language Planning, 12(2), 251-263.
  • Lee, M. T. N., Tse, S. K., & Loh, E. K. Y.(2011). The impact of the integrative perceptual approach on the teaching of Chinese characters in a Hong Kong kindergarten. Early Child Development and Care, 181(5), 665-679.doi: 10.1080/03004431003768006.
  • Lam, J. W. I. (2011). Development, Theory and Practice of School-based Chinese Language Assessment in Hong Kong. In Shum, M. S. K., Law, D. Y. K., Lam, J. W. I. et al (Eds.) New approach for Chinese language teaching: learning and assessment (Text in Chinese) (pp. 173-193). Hong Kong: Hong Kong University Press.
  • Lau, E. Y. H., & Li, H. (2011). Home-school Collaboration in Preschool: A Multiple Case Study of Chinese Teachers’ Perception and Practices. In R. Kahn & S. Mazur (Eds..), Educational Studies and School (pp. 199–213). Los Angeles, USA: Antioch University Los Angeles. (ISBN: 978-1-4507-7293-8) (Second and corresponding author; peer-reviewed; 30%).
  • Poon, T.Y., & Li, H. (2011). Early childhood inclusive education in Hong Kong: Chinese Teachers’ Dilemma. In R. Kahn, J.C. McDermott, & A. Akimjak (Eds..), Democratic Access to Education (pp. 191–198). Los Angeles, USA: Antioch University Los Angeles. (ISBN: 978-1-4507-7292-1) (Second author; peer-reviewed; 50%).
  • Poon, T.Y., & Li, H. (2011). Understanding the Belief-Practice Gap Regarding Early Childhood Inclusive Education in Hong Kong Kindergarten Teachers. Paper presented at the 63rd OMEP World Conference, The Hong Kong Institute of Education, Hong Kong. (Second author; 40%; peer-reviewed).
  • Chau, N.L., Lau, M.Y.L., & Li, H. ( 2011). Development and validation of Hong Kong Early Childhood Classroom Observational Scale. Paper presented at the 63rd OMEP World Conference, The Hong Kong Institute of Education, Hong Kong. (Third author; 30%; peer-reviewed).
  • Loh, E. K. Y. (2011). An investigation of effective teaching strategies in enhancing Non-Chinese speaking students’ Chinese character learning ability (促進非華語幼兒學習漢字的研究). Paper presented at the 2nd International Conference on Learning and Teaching of Han Characters in Asian Languages, Yeungnam University, South Korea, 21-22 October 2011.
  • Zhang Y.H. & Shum, M.S.K. Training of Listening and Speaking Skills in Chinese Curriculum in Hong Kong. Language Teaching in Middle School, (04), 76-78.
  • Li, Hui & Tse, S.K. (submitted). (2010). Teaching Chinese Literacy in the early years: similarities and differences among Hong Kong, Shenzhen & Singapore. Early Education and Development.
  • Tse S.K. & Ip.O.K.M. (2010) Problems and challenges faced by researchers in a qualitative study of a community of practice in Hong Kong. Presented as an Invited Keynote speech at Sunbelt XXX 2010 Conference organized by Trento Italy,2010.
  • Tse S.K. (2009). Curriculum Reform of Hong Kong, Speech for Ningbor Secondary and Primary School Principals. Presented as an Invited Keynote speech organized by Hong Kong Policy Research Institute Education and training Centre Limited, 2009.
  • Ng, F. P. & Yeung, W. S. (2010). Integrating Cantonese Opera: Students’ Learning Outcomes and Assessment, The International Journal of Learning, 17, Common Ground Publisher, 277-295.
  • Ho, S.Y (2009). The use of hot-seating in a literature classroom(「提問角色」的戲劇技巧在中文課堂的應用). TEFOzine [Journal of Drama and Education] 4, 34-38.
  • Ho, S.Y. (2009). The significance of The Heaven Shop for the civic education of teenagers(論《天堂小店》對青少年公民教育的意義). Tamkang Journal of Humanities and Social Sciences淡江人文社會學刊 40, 1-24.
  • Tse, S. K. & Kan, K.Y. (2009). A case study on students’ ability to express emotion in his Chinese composition. Hong Kong Teachers’ Centre Journal,(8), pp152-164. http://edb.org.hk/HKTC/download/journal/j8/(5)HKTCJ08-Article3-4.pdf
  • Tse, S.K. (2009). Effective learning of Chinese Character: a learning tool. Hong Kong: Sun Ya Publications (HK) Ltd. http://www.sunya.com.hk/index.php?gOo=goods_details.dwt&goodsid=1069&productname=
  • Chu, S.K.W., Chow, K., Tse, S.K. (2009).The development of students’ information literacy and IT skills via inquiry PBL and collaborative teaching, Proceedings of the 2009 ASIS&T Annual Meeting.
  • Ng, F.P., Chung, A.L.S. & Lam, J.W.I. (2008). Curriculum Development and Strategies: Integrate Cantonese Opera in Chinese Language Education in Hong Kong, the 15th international Conference on Learning. University of Illinois, Chicago.
  • Tse, S.K. (2007). Chinese Language School Based Curriculum: Development and Sustainity, Conference on the School-based Chinese Curriculum: Design and Action Research for Primary Schools . Presented at National Institute of Education and Ministry of Education in Singapore, 2007.
  • Tse S.K. and Chao W.Y.(2006).The Development of Preschool Education in Hong Kong (香港的幼兒教育), In: S.K. Tse (ed), Oral Language Development of Hong Kong Preschool Children (香港幼兒口語發展). Hong Kong, Hong Kong University Press, 1-12.
  • Tse S.K. and Leung S.K.(2006).The Importance and Methodology on the Research of Oral Language Development of Preschool Children (研究香港幼兒語言的重要性和方法), In: S.K. Tse (ed), Oral Language Development of Hong Kong Preschool Children (香港幼兒口語發展). Hong Kong, Hong Kong University Press, 39-51.
  • Tse S.K.(2006).Oral Language Development of Hong Kong Preschool Children (香港幼兒口語發展). Hong Kong, Hong Kong University Press,176.
  • Tse S.K., Chan C.K.K. and Kwong S.M.(2006).Lexical Development of Hong Kong Pre-school Children (香港學前兒童口語詞類的發展), In: S.K. Tse (ed), Oral Language Development of Hong Kong Preschool Children (香港幼兒口語發展). Hong Kong, Hong Kong University Press, 53-69.
  • Tse S.K., Kwong S.M. and Chan C.K.K.(2006).The Oral Syntactic Structure Development of Hong Kong Pre-school Children (香港學前兒童的口語句法發展), In: S.K. Tse (ed), Oral Language Development of Hong Kong Preschool Children (香港幼兒口語發展). Hong Kong, Hong Kong University Press, 71-86.
  • Tse S.K., Kwong S.M., Chan C.K.K., Li H. and Leung S.O.(2006). Gender Differences and Classifiers of Oral Language Development of Preschool Children in Hong Kong (男女童在語言能力上的差異) , In: S.K. Tse (ed), Oral Language Development of Hong Kong Preschool Children (香港幼兒口語發展). Hong Kong, Hong Kong University Press, 87-106.
  • Tse S.K., Chan K.K. and Li H.(2005). Is The Expressive Vocabulary Of Young Cantonese Speaker Noun Or Verb Dominated, Early Child Development and Care. Bath, UK, Ingenta plc, 175,215-227.
  • Tse, S.K. (2004). Child Language Development and Language in Hong Kong. Presented at the OMEP 6th International Conference: Cultural perspectives in early childhood education, Hong Kong SAR, 2004.
  • Cheung, W. M., Tse, S. K., Tsang, W. H. H. (2003). Creative writing practice in primary schools: A case study in Hong Kong. The Korean Journal of Thinking & Problem Solving, 13, 55-65.
  • Tse, S.K. & Zhu W.Y. (2000). A study on the curriculum of Hong Kong Advanced-Supplementary Level Chinese Language education. In X. Liu & Z. Hung (Eds.), A comparative study series of Chinese and foreign mother-tongue teaching materials: Critical review of Chinese language teaching materia, (pp. 116-128). Jiansu: Jiansu Educational Publisher.
  • Tse, S. K. & Zhu, X. (2000). An exploratory study on the assessment of Primary 3 pupils’ Communicative Writings. Presented at the International Conference on Language Assessment and Language Teaching, Hong Kong Polytechnic University, Hong Kong, 2000.
  • Tse, S. K. & Law Y.K. (1998). Primary Six Chinese language ability assessments. Presented at the International Language in Education Conference, Hong Kong, 1998.
  • Tse, S.K. & Ng, F.P. (1997). The comprehension strategies of topic deduction used by Form 4 students of Hong Kong in analysing expository writing. Presented at The fifth International Conference on Chinese Language Education Conference. Taiwan: International Chinese Language Education Association, 1997.
  • Tse, S. K., Tang, M. S. & Kwan, C. Y. (1995). School-based Curriculum and Teacher Training (A Case Study). Presented at an International Conference Teacher Education in Asian Region, Dept. of Curriculum Studies, HKU, Hong Kong, 1995.
  • Tse, S. K. (1994). Thought Imagery and Primary School Pupils’ Writing in Chinese. Presented at in the Conference of China on Language Teaching for Primary School Level. Taiwan, National Taipei Institute of Education, Hong Kong, 1994.
  • Tse, S. K. & Cheung, S. M. (1993). A Hong Kong Study of Students’ Errors in Chinese Writing & their Causes (Case Study). Presented at Quality in Education: Insight from Different Perspectives, the tenth annual Conference, Hong Kong, 1993.
  • Tse, S. K. & Lam, S. S. (1992). Case Studies about Punctuating Strategies of Hong Kong Students. Presented at the Hong Kong Education Research Association Annual Conference, Hong Kong, 1992.
  • Tse, S. K. & Cheung, S. M. (1992). A Study on the Writing Topics for Secondary School Students in the Chinese Composition Lessons. Presented at the International Conference on Language and Content, Hong Kong, 1992.
  • Tse, S. K. (1985). The Composing Processes of Secondary School Students in Writing Chinese. Presented at National Conference of China on Teaching of Chinese, Keilin, China, 1985.
  • Tse, S. K. (1985). The Composing Processes and Methods in Teaching Chinese Writing. Presented at the Canton, Hong Kong and Macau Language Teaching Conference, Dept. of Education, Canton, China, 1985.

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