Lu Sai Lam
Biographic Data
| ID | 9755838 |
|---|---|
| NAME | Lu Sai Lam |
| GIVEN NAMES | Lu Sai |
| FAMILY NAME | Lam |
| SIGNATURE | LAM L S |
| AFFILIATIONS | University of Hong Kong |
| ORCID | 0000-0003-3625-3643 |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2021 |
| H-INDEX | 0 |
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…
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…
No prominent works on this page.
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…
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…
Ethnic group (2 works) · Parental Involvement in Education (2 works) · Pedagogy (2 works) · Psychology (2 works) · Sociology (2 works) · Chinese americans (1 work) · Collaborative Teaching and Inclusion (1 work) · Developmental psychology (1 work) · Focus group (1 work) · Global Education and Multiculturalism (1 work)