Targeted Individual Support for Ethnic Minority Preschoolers in the Silent Period in Learning Chinese

Abstract

The silent period is most frequently used to describe the period of second language (L2) acquisition where the learner displays no obvious language output. In Hong Kong, ethnic minority (EM) preschoolers face challenges on home, school and community levels in learning Chinese as a second language, meaning that for those in the silent period, it may particularly difficult to begin speaking Chinese, leading to slower language development. A support service was established, targeting EM preschoolers in Hong Kong who are experiencing the silent period in learning Chinese as a second language. Volunteer teachers conduct individual, one-to-one training with these preschoolers at their homes or at community centers. This study aims to explore the approximate length of the silent period for EM preschoolers in learning Chinese as a second language, comparing the effect of receiving the support as opposed to none, and identify perceived effective practices in the targeted individual support, using a mixed methods approach. Analysis on speaking scores of the Language Progression Framework (LPF) revealed that the average silent period without support lasted for approximately two years, which can be shortened by half a year with the support service. A case study on a preschooler and a semi-structured focus group interview with volunteer teachers revealed perceived effective practices including interesting activities and teaching materials, opportunities for social interaction with peers, establishing rapport between teachers and their preschoolers, and a positive attitude from parents in supporting their children in learning Chinese. Implications for EM preschoolers learning Chinese, integration with the local community, teaching practices and policy making are discussed.