Young readers in a Mandarin Chinese dual-language bilingual education programme

• Autores: Ko-Yin Sung
• Localización: Journal of multilingual and multicultural development, ISSN 0143-4632, Vol. 43, Nº. 6, 2022 (Ejemplar dedicado a: Chinese-English dual language bilingual education in the United States 美国中英双语沉浸式教学), págs. 487-501
• Idioma: inglés
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• Resumen
  • 中文

    本研究調查了 51 名中文雙語教育項目一年級學生口語閱讀策略使用情況。研究包括下列問題: (1)一年級學習者在口語閱讀中使用什麼閱讀策略解碼中文文本? (2) 不同水平的閲讀者是否採用不同的策略? 經由觀察並詢問參與者的閱讀策略使用, 本研究發現, 參與者最常使用文本編輯策略。此外, 不同閱讀水平的參與者之間也存在差異。有效率的閲讀者較會運用多種策略來促進閱讀, 而效率較低的閲讀者則常尋求幫助並盲目猜測文中漢字的音義。

  • English

    This study investigated the oral reading strategy use of 51 first-grade readers in a Chinese Dual-Language Bilingual Education (DLBE) programme. It attempted to answer the following research questions: (1) What reading strategies do first-grade Mandarin Chinese DLBE learners employ to decode Chinese text during oral reading? (2) Do the first-grade readers of different oral reading levels employ different strategies? Reading observations and prompts to the participants during and after reading were employed to capture the participants’ strategy use. This study found that the participants most frequently used text editing strategies during oral reading. In addition, there were differences among readers of different reading levels. Efficient readers were better able to use a variety of strategies to facilitate reading, while less efficient readers often asked for help and blindly guessed the meanings and pronunciations of characters in the reading.