Exploring Hong Kong kindergarten teachers’ technology integration practices (AI) in the classroom to support the needs of L1 and L2 Chinese language learners

• In Event: AERA Poster Session Saturday 1:45 pm
  In Poster Session: Generative AI in Teacher Education: Innovations in Preparation, Practice, and Pedagogy

Abstract

Early childhood education plays a pivotal role in early language and literacy development, particularly in multilingual contexts where children navigate between their first language (L1) and second language (L2) and often additional languages. In Hong Kong's unique educational landscape following the official biliteracy and trilingual language policy, where trilingual instruction is common in kindergartens (aged 3-6 years old), kindergarten teachers, many of whom themselves are also multilingual, face the complex task of teaching and supporting diverse language learners while integrating both traditional and emerging technology. This study investigates how kindergarten teachers in Hong Kong conceptualize children's language development needs, integrate digital and non-digital technology, and perceive the role of artificial intelligence (AI) in supporting L1 and L2 Chinese language learners.

Authors

• Yanling Zhou, The Education University of Hong Kong

• Michelle Neumann, Southern Cross University

• Min Zhu, The Education University of Hong Kong