International Journal of Arts and Humanities

ISSN 2360-7998

Translanguaging with E-Learning for NCS students learning Chinese History and Culture: A Case study

Abstract: The Hong Kong Education Bureau (EDB) confirmed in 2017 that Chinese History became an independent core subject in the junior secondary curriculum. Non-Chinese speaking (NCS) students can also gain a deeper understanding of Chinese History and culture by studying Chinese History. The purpose of this study is to investigate how frontline teachers can use translanguaging with e–Learning to enhance NCS students' motivation in learning Chinese History and deepen their understanding of history concepts. The research team worked with the teachers to design the teaching materials and learning activities in a Hong Kong secondary school, then investigated the students’ perception of the pedagogy by questionnaire, conducted interview with the teacher, and evaluated and reflected on the whole design of translanguaging pedagogy in the CSL Chinese History classroom. 80 NCS secondary school students (N = 80) at an average age of 14 years from two classes participated in this study. According to the teachers' feedback and the findings of the study, translanguaging with e- Learning in the Chinese History classroom has positive effects on NCS students' learning in Chinese History. Both pedagogical and theoretical implication on the design of translanguaging Pedagogy in the CSL Chinese History lesson are discussed at the end of this paper.


Keywords: Translanguaging; Non-Chinese speaking students; Chinese as a second  language; Multilingual education; Ethnic minority