This study highlights the Chinese learning needs of L2 preschoolers and provides understanding of their abilities in mapping among character written forms, sounds, and meanings. In addition, results indicate that diverging gaps between L1 and L2 learners’ Chinese character acquisition existed across class levels for the associations involving written character form, but not in regard to associations between character meaning and sound. Results showed that L2 learners had greater development in meaning and sound associations across class levels, implying that they may first develop oral language related abilities. The CCAA is comprised of six subtests and assesses children’s abilities to make associations among character written form (orthography), sound, and meaning. This study used the Chinese Character Acquisition Assessment (CCAA) to compare character acquisition of 491 L2 children aged from 3 to 6 years against that of 240 of their L1 peers from Hong Kong kindergartens. The findings raise the question of whether L2 learners who fall behind their L1 peers in language abilities will be further disadvantaged, showing a weaker development gradient. Studies that compared the language abilities of first language (L1) and L2 students in English-speaking contexts have reported young L2 learners’ disadvantage in using the dominant language in oral language and comprehension at school entry. These children face challenges in acquiring L2, especially in Hong Kong, where the dominant Chinese language contrasts strongly with their home languages. 2Department of Pedagogical, Curricular and Professional Studies, University of Gothenburg, Gothenburg, Swedenįor culturally and linguistically diverse children, early second language (L2) development is important for school achievement and social inclusion.1Faculty of Education, The University of Hong Kong, Pokfulam, Hong Kong SAR, China.Chan 1*, Wai Ming Cheung 1 and Ference Marton 2 Sign up today and make full use of the most effective activities designed to teach your child to read through phonics.Stephanie W. It is an absolute joy to watch your child begin the baby steps of combining letters and sounds to read unfamiliar words. Parents, both native and non-native English speakers, can follow our guidelines and phonics activities to bring kids from zero to hero in reading. Teaching kids to read is not solely the job of the classroom teacher. As learners are different, you need a varied set of resources to teach phonics – phonics worksheets, phonics games, phonics flashcards, listening materials, word families activities, phonics short stories, phonics lesson videos, and PowerPoint – we got you covered! It is a more effective method for learning to read compared to word recognition. Phonics teaches kids to read unfamiliar words. Reading comprehension is not an immediate priority at the early phases. In a synthetic phonics approach, kids blend sounds to read full words. These letters can be combined to form sounds called phonemes. As such, preschoolers usually begin with print awareness using the 26 letters of the alphabet. Phonics is a method of teaching children to read by combining letters to form sounds. Deliver the joy of learning to read by using the Kiz Phonics curriculum and phonics activities.
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