作者：
梁慧敏 Leung Wai Mun, 肖妤 Xiao Yu, 徐心童 Xu Xintong, 柯思慧 Ke Sihui

中文题目：
香港多语语境下的中文二语教与学：从政策规划到认知与教学实践

英文题目：
Teaching and Learning Chinese as a Second Language in Multilingual Contexts of Hong Kong: From Policy Planning to Cognitive and Pedagogical Practices

简介：
本专场聚焦于香港多语语境下“中文作为第二语言（CSL）”的教与学，旨在从宏观课程政策到微观认知机制，全面探讨非华语学生的中文习得。四场报告汇聚了前沿的实证研究与理论反思：首先，透过批判性政策分析，检视香港“混合型教材”在文化传承与多语资源间的张力，呼吁超越母语与二语的二元对立；其次，从认知机制视角，揭示一语儿童与二语成人学习者在中文阅读“自我教学”机制上的异同与处理限制；第三，结合行动研究与多模态分析，探讨学前教育中“语言穿梭”空间的建构及其对知识与文化学习的促进作用；最后，评估小学阶段“语素意识”教学法对提升二语阅读理解的显著成效与认知路径。本专场跨越不同学段与研究范式，期望为多语生态下的中文二语教育提供创新的理论视角与循证教学策略。

This panel focuses on the teaching and learning of Chinese as a Second Language (CSL) within multilingual contexts in Hong Kong, offering a comprehensive exploration from macro-level curriculum policy to micro-level cognitive mechanisms. Featuring four empirical and theoretical studies, the session addresses the diverse learning needs of CSL students. The first presentation provides a critical policy analysis of "hybrid teaching materials," examining the tension between cultural transmission and learners' multilingual resources while advocating for moving beyond the L1/L2 binary. The second study investigates the cognitive mechanisms of "self-teaching" in Chinese reading, highlighting distinct orthographic processing constraints between L1 children and L2 adults. The third presentation explores the spatial construction and practical application of "translanguaging" in preschool classrooms through multimodal conversation analysis. Finally, the fourth study evaluates the effectiveness of morphological awareness instruction in enhancing reading comprehension among primary school CSL learners. By bridging cognitive psychology, pedagogy, and language policy, this panel aims to provide evidence-based strategies and innovative theoretical insights to optimize CSL education in dynamic multilingual ecologies.

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