Abstract
Hong Kong classrooms are populated by a significant number of culturally diverse students, most predominantly newly arrived students (NAS) from Mainland China. These NAS come to school with the same hopes and aspirations as their Hong Kong counterparts and with a wide range of abilities. The huge diversity presents demands on today’s Hong Kong teachers. Too often, the NAS are failed by the educational system because their perceived needs are not being addressed. This essay serves as an exploratory study on teachers’ pedagogical effectiveness in response to the challenges of educating the NAS in Hong Kong schools. It draws special reference to the lessons learned from a one-year professional teacher support pilot project for the education of the NAS. Implications are drawn to provide support for the need and value of the integration of the cultural relevant elements in continuous teacher education programmes.
| Keywords: | newly arrived students; education for newly arrived students; pedagogical effectiveness; multicultural teacher education |
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