Shek Kam Tse
Biographic Data
| ID | 6175726 |
|---|---|
| NAME | Shek Kam Tse |
| GIVEN NAMES | Shek Kam |
| FAMILY NAME | Tse |
| SIGNATURE | TSE S K |
| AFFILIATIONS | University of Hong Kong |
| VERIFIED | No |
| TOTAL WORKS | 17 |
| TOTAL CITATIONS | 24 |
| WORKS AS AUTHOR | 17 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1999 |
| LATEST PUBLICATION YEAR | 2021 |
| H-INDEX | 3 |
Targeted Individual Support for Ethnic Minority Preschoolers in the Silent Period in Learning Chinese
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…
A Longitudinal Investigation into the Chinese Language Development of Non-Chinese Speaking Preschoolers in Hong Kong
Learning Chinese as a second language is challenging for non-Chinese speaking population in Hong Kong. In order to facilitate the Chinese learning of this group of people, understanding their trajectory of Chinese language development is crucial. The present longitudinal study follows 88 non-Chinese speaking preschoolers in 4 time points, from their K1 to K3, in order to have a grasp of their Chinese language development in three key aspects, nam…
Professional Capacity Building of Multicultural Teaching Assistants in Hong Kong Kindergartens with Ethnic Minority Children
A professional teaching development programme was established to equip multicultural teaching assistants (MTA) with skills and knowledge to teach non-Chinese speaking (NCS) preschoolers in Hong Kong. To evaluate if MTAs are perceived to be able to perform their intended roles (support Chinese and overall learning, provide pastoral support, bridge the communication between NCS parents and kindergartens, and promote social integration), questionnai…
Test takers’ strategy use and L2 Chinese reading test performance in mainland China
The development of interrogative forms and functions in early childhood Cantonese
This study investigated question acquisition in Cantonese-speaking young children with a focus on the development of interrogative forms and functions. Data from a child Cantonese corpus (492 children aged 36, 48 and 60 months) were analysed. The main results were that: (1) all the interrogative forms and functions were produced by the three age groups and no age difference was found; (2) significant gender differences in favour of females were f…
The influences of gender, reading ability, independent reading, and context on reading attitude
The reading scores of 4712 Hong Kong primary Grade 4 students in the 2006 Progress in International Reading Literacy Study were analyzed alongside (a) information about their gender, reading ability, independent reading practices, and attitudes towards reading; (b) parental reading attitudes and home educational resources; and (c) the way the students were taught to read in school and the school’s overall reading achievement index. Multilevel ana…
Tense and temporality
This study investigated how a representative sample of 492 Cantonese-speaking children aged 36, 48 and 60 months expressed time during naturalistic conversations with peers. Spontaneous utterances produced by dyads of children in a 30-minute role-play context were collected, transcribed and analyzed. A productive repertoire of 62 nouns, 69 adverbs and 9 aspects was identified and classified into an appropriate typology. An age-related increase in…
Enhancing orthographic knowledge helps spelling production in eight-year-old Chinese children at risk for dyslexia
The impact of blogging on Hong Kong primary school students' bilingual reading literacy
This study looked at the types of blog consulted by 1,298 Primary 4 students in Hong Kong and whether such consultation influenced performance on standardised tests of Chinese and English reading comprehension. When students were asked if they consulted Chinese and English blogs, 42% said they looked at Chinese blogs and 19% said they looked at English blogs. This difference was anticipated since Chinese is the mother tongue of most primary schoo…
A comparison of English and Chinese reading proficiency of primary school Chinese students
Hong Kong children's comprehension of Chinese and English text is of concern to parents and teachers since school leavers need to be proficient readers both of Chinese and English. Although Chinese has been officially designated the medium of instruction in most secondary schools, many parents want their children to be taught in English-medium schools for, although Hong Kong is now a Chinese region, being literate in English is still highly prize…
The Learning and Teaching of Reading Literacy of Chinese Students in Hong Kong and Taiwan
The Relationship Between Motivation to Read Chinese and English and Its Impact on the Chinese and English Reading Performance of Chinese Students
This study investigated the relationships among Hong Kong Chinese students' reading attainment in Chinese and English, their attitudes toward reading, and their self-concept as readers. The sample consisted of 1,232 fourth-grade students from thirty-eight primary schools. Predictably, the students' reading attainment was better when tested in Chinese than in English, their second language. On each test, girls tended to outperform the boys. It was…
English-Speaking Foreign Domestic Helpers and Students' English Reading Attainment in Hong Kong
The English reading comprehension ability of 4,352 Grade 4 Hong Kong students was tested. The students' parents completed questionnaires about home factors, including monthly income, language habitually spoken at home, whether the mother was employed, and whether an English-speaking domestic helper resided there. Analyses revealed statistically significant relationships between reading attainment and whether the child had an English-speaking dome…
Does the gender of the teacher matter in the teaching of reading literacy? Teacher gender and pupil attainment in reading literacy in Hong Kong
Component skills of text comprehension in less competent Chinese comprehenders
The acquisition of Cantonese classifiers by preschool children in Hong Kong
The Cantonese language has a complex classifier system and young learners need to pay attention to both the semantics and syntax of classifiers. This study investigated the repertoire of classifiers produced by 492 Cantonese-speaking preschoolers in three age groups (3;0, 4;0 and 5;0). Spontaneous utterances produced in 30-minute toy-play contexts were collected and transcribed. Analyses identified a productive repertoire of 73 classifiers in the…
Which Agenda? Medium of Instruction Policy in Post-1997 Hong Kong
The mandatory use of mother tongue education in Hong Kong after 1997 met strong objections from the local community. While the government put forward a comprehensive educational agenda to justify the implementation of the policy, this paper raises the question of whether the change in language policy was mainly driven by an educational agenda, or whether there were other underlying agendas. To address the question, the history of the medium of in…
Does the gender of the teacher matter in the teaching of reading literacy? Teacher gender and pupil attainment in reading literacy in Hong Kong
Which Agenda? Medium of Instruction Policy in Post-1997 Hong Kong
The mandatory use of mother tongue education in Hong Kong after 1997 met strong objections from the local community. While the government put forward a comprehensive educational agenda to justify the implementation of the policy, this paper raises the question of whether the change in language policy was mainly driven by an educational agenda, or whether there were other underlying agendas. To address the question, the history of the medium of in…
English-Speaking Foreign Domestic Helpers and Students' English Reading Attainment in Hong Kong
The English reading comprehension ability of 4,352 Grade 4 Hong Kong students was tested. The students' parents completed questionnaires about home factors, including monthly income, language habitually spoken at home, whether the mother was employed, and whether an English-speaking domestic helper resided there. Analyses revealed statistically significant relationships between reading attainment and whether the child had an English-speaking dome…
A comparison of English and Chinese reading proficiency of primary school Chinese students
Hong Kong children's comprehension of Chinese and English text is of concern to parents and teachers since school leavers need to be proficient readers both of Chinese and English. Although Chinese has been officially designated the medium of instruction in most secondary schools, many parents want their children to be taught in English-medium schools for, although Hong Kong is now a Chinese region, being literate in English is still highly prize…
Which Agenda? Medium of Instruction Policy in Post-1997 Hong Kong
The mandatory use of mother tongue education in Hong Kong after 1997 met strong objections from the local community. While the government put forward a comprehensive educational agenda to justify the implementation of the policy, this paper raises the question of whether the change in language policy was mainly driven by an educational agenda, or whether there were other underlying agendas. To address the question, the history of the medium of in…
Component skills of text comprehension in less competent Chinese comprehenders
The acquisition of Cantonese classifiers by preschool children in Hong Kong
The Cantonese language has a complex classifier system and young learners need to pay attention to both the semantics and syntax of classifiers. This study investigated the repertoire of classifiers produced by 492 Cantonese-speaking preschoolers in three age groups (3;0, 4;0 and 5;0). Spontaneous utterances produced in 30-minute toy-play contexts were collected and transcribed. Analyses identified a productive repertoire of 73 classifiers in the…
The Learning and Teaching of Reading Literacy of Chinese Students in Hong Kong and Taiwan
The Relationship Between Motivation to Read Chinese and English and Its Impact on the Chinese and English Reading Performance of Chinese Students
This study investigated the relationships among Hong Kong Chinese students' reading attainment in Chinese and English, their attitudes toward reading, and their self-concept as readers. The sample consisted of 1,232 fourth-grade students from thirty-eight primary schools. Predictably, the students' reading attainment was better when tested in Chinese than in English, their second language. On each test, girls tended to outperform the boys. It was…
English-Speaking Foreign Domestic Helpers and Students' English Reading Attainment in Hong Kong
The English reading comprehension ability of 4,352 Grade 4 Hong Kong students was tested. The students' parents completed questionnaires about home factors, including monthly income, language habitually spoken at home, whether the mother was employed, and whether an English-speaking domestic helper resided there. Analyses revealed statistically significant relationships between reading attainment and whether the child had an English-speaking dome…
Does the gender of the teacher matter in the teaching of reading literacy? Teacher gender and pupil attainment in reading literacy in Hong Kong
The impact of blogging on Hong Kong primary school students' bilingual reading literacy
This study looked at the types of blog consulted by 1,298 Primary 4 students in Hong Kong and whether such consultation influenced performance on standardised tests of Chinese and English reading comprehension. When students were asked if they consulted Chinese and English blogs, 42% said they looked at Chinese blogs and 19% said they looked at English blogs. This difference was anticipated since Chinese is the mother tongue of most primary schoo…
A comparison of English and Chinese reading proficiency of primary school Chinese students
Hong Kong children's comprehension of Chinese and English text is of concern to parents and teachers since school leavers need to be proficient readers both of Chinese and English. Although Chinese has been officially designated the medium of instruction in most secondary schools, many parents want their children to be taught in English-medium schools for, although Hong Kong is now a Chinese region, being literate in English is still highly prize…
Enhancing orthographic knowledge helps spelling production in eight-year-old Chinese children at risk for dyslexia
Tense and temporality
This study investigated how a representative sample of 492 Cantonese-speaking children aged 36, 48 and 60 months expressed time during naturalistic conversations with peers. Spontaneous utterances produced by dyads of children in a 30-minute role-play context were collected, transcribed and analyzed. A productive repertoire of 62 nouns, 69 adverbs and 9 aspects was identified and classified into an appropriate typology. An age-related increase in…
The development of interrogative forms and functions in early childhood Cantonese
This study investigated question acquisition in Cantonese-speaking young children with a focus on the development of interrogative forms and functions. Data from a child Cantonese corpus (492 children aged 36, 48 and 60 months) were analysed. The main results were that: (1) all the interrogative forms and functions were produced by the three age groups and no age difference was found; (2) significant gender differences in favour of females were f…
The influences of gender, reading ability, independent reading, and context on reading attitude
The reading scores of 4712 Hong Kong primary Grade 4 students in the 2006 Progress in International Reading Literacy Study were analyzed alongside (a) information about their gender, reading ability, independent reading practices, and attitudes towards reading; (b) parental reading attitudes and home educational resources; and (c) the way the students were taught to read in school and the school’s overall reading achievement index. Multilevel ana…
Test takers’ strategy use and L2 Chinese reading test performance in mainland China
Targeted Individual Support for Ethnic Minority Preschoolers in the Silent Period in Learning Chinese
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…
A Longitudinal Investigation into the Chinese Language Development of Non-Chinese Speaking Preschoolers in Hong Kong
Learning Chinese as a second language is challenging for non-Chinese speaking population in Hong Kong. In order to facilitate the Chinese learning of this group of people, understanding their trajectory of Chinese language development is crucial. The present longitudinal study follows 88 non-Chinese speaking preschoolers in 4 time points, from their K1 to K3, in order to have a grasp of their Chinese language development in three key aspects, nam…
Professional Capacity Building of Multicultural Teaching Assistants in Hong Kong Kindergartens with Ethnic Minority Children
A professional teaching development programme was established to equip multicultural teaching assistants (MTA) with skills and knowledge to teach non-Chinese speaking (NCS) preschoolers in Hong Kong. To evaluate if MTAs are perceived to be able to perform their intended roles (support Chinese and overall learning, provide pastoral support, bridge the communication between NCS parents and kindergartens, and promote social integration), questionnai…
Psychology (17 works) · Linguistics (14 works) · Mathematics education (9 works) · Pedagogy (8 works) · Multilingual Education and Policy (7 works) · Reading and Literacy Development (7 works) · Developmental psychology (6 works) · Cognition (5 works) · Computer Science (5 works) · EFL/ESL Teaching and Learning (5 works)