Children from ethnic minority (EM) backgrounds are typically sequential bilinguals as they are only exposed to Cantonese on entry into kindergarten. By this age, their Cantonese-speaking peers have already amassed a productive vocabulary bank of more than 500 Cantonese words. ​Additionally, Tier 1 vocabulary (basic common words) are not explicitly taught in school, resulting in vocabulary and knowledge gaps, putting them at a further disadvantage. There is evidence to show that by K3, EM students continue to fare worse or much worse than their Cantonese-speaking peers in speaking, listening, reading and writing skills. This continues to be compounded on entering primary school. Lack of learning of the mainstream language has been identified as a key factor for the increased rates of EM students dropping out of school, with subsequent adverse effects on economic and financial outcomes.

The CUHK Multilingual Vocabulary E-platform for Hong Kong Children was developed through an SIE-KPF fund (KPF22REP23). Since its launch in August 2024, over 5000 free accounts have been disseminated to children and families and professionals in Hong Kong. In response to feedback from stakeholders and end-users, this project will will extend the E-Platform by (i) adding more Tier 2 words for lower primary school-aged child, (ii) including additional languages such as Mandarin and Tamil (to extend the scope to other population groups), and (iii) developing story scripts around the vocabulary included in the e-platform. ​
This E-platform is unique and customised for children in Hong Kong.

Children will increase their vocabulary bank and knowledge in the identified languages; parents will have a better understanding of vocabulary learning and teaching; professionals will have access to the e-platform as a learning and teaching resource for use within their own contexts. In the long-term, community partners (and new partners) will become self-sufficient in training children and families from ethnic minority backgrounds to access and use the e-platform and for parents to engage in Dialogic Reading.
There is also scope for the E-platform to be utilised with children and families who move to Hong Kong from the Mainland.

• Pre-school and school-age children and families from EM backgrounds


• Children with special educational needs (SEN)


• Professionals working with children and families from EM backgrounds (e.g., Speech Therapists, Teachers, Psychologists etc.)​

2025

Ethnic Minorities, Language