Through qualitative systematic reviewing the methodology design of None-Chinese Speaking students studying Chinese in Hong Kong, this study concerns the interactive alignment and other synergistic effects in Chinese teaching. Screening based on the inclusion and exclusion criteria, the study resulted in identifying 38 selected publications in English-language databases between 2000 to 2022.
The selected publications mostly use interviews as the main data collection method, some are governmental reports from the organizations. After analyzing through thematics approach in teaching assessment, such as language pedagogy, language learning and use, language policy and planning, language testing and teacher development, research gap and trends were defined as results. Showing that two decades of studies on constructing bilingual dialogue and interactive alignment views have opened a new perspective to understand teaching Chinese as a second language and improve the teaching methods to Non-Chinese-Speaking minorities in Hong Kong.

Authors:
Ao Zhang, The Hong Kong Polytechnic University, Hong Kong

About the Presenter(s)
Ms Ao Zhang is a University Postgraduate Student at HongKong Polytechnic University in Hong Kong

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