Abstract
Seeking to understand contemporary Asian childhoods and children's learning in different lifeworlds (both learning and living experiences), this article highlights Hong Kong as an example to understand children's early literacy learning under the biliterate and trilingual education policy in Hong Kong. Through looking at the portraits of children's lifeworlds in relation to the learning of biliteracies and trilingualism, we reflect upon the provocative notions of ‘best pedagogical practice’ as well as considering globalization and Westernization in the socio-cultural and political contexts of Hong Kong. Through the discussions, layers of opportunities are created for teachers to reconceptualize the effects of dominant socio-cultural production of studenthood and the ways in which children's multiple and varied childhoods are adding dimensions of learning.
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