This is a continuation of my post on AI and Bopomofo - Q&A.
My question to AI:
You said (referring to what AI said in the pervious episode): 'many Taiwanese students are able to overcome these challenges and develop strong English literacy skills through effective teaching methods and dedicated practice.' Do you have any idea who are those who find it difficult to overcome the challenges? I am asking this question based on my research. I discovered that many intelligent kids shut down/disengage from learning to read in English due to confusion. Could this apply to Taiwanese kids as well?
Answer from AI:
Thank you for providing more context from your research. You raise an important point about the potential impact of the Bopomofo-to-English transition on some Taiwanese students, especially those who may be more vulnerable to disengagement or shutting down.
Based on the additional information you've shared, it's likely that the challenges posed by the orthographic differences between Bopomofo and the English writing system can indeed be particularly problematic for certain Taiwanese students, even those who are otherwise intelligent and capable.
Some key factors that could contribute to this issue among Taiwanese students:
1. Learning Differences and Cognitive Profiles:
- Students with specific learning disabilities, such as dyslexia, may find the transition to the English writing system even more challenging, leading to frustration and disengagement.
- Variations in phonemic awareness, working memory, and other cognitive skills can also influence how individual students adapt to the new writing system.
2. Socioeconomic and Educational Disparities:
- Access to high-quality, specialized English instruction may be more limited in certain socioeconomic or geographic areas, putting some students at a disadvantage.
- Students from disadvantaged backgrounds may have fewer opportunities for supplementary English practice and exposure outside of school.
3. Emotional and Motivational Factors:
- The sense of confusion and inability to grasp the new writing system can be demotivating, especially for students who have experienced academic success in their Mandarin-based studies.
- Negative self-perceptions and a lack of confidence in their ability to learn English can become a self-fulfilling prophecy, leading to further disengagement.
In light of these potential challenges, it is important for educators and policymakers in Taiwan to carefully consider strategies that can support the most vulnerable students during this transition. This may include:
- Providing more targeted, individualized support for students struggling with the Bopomofo-to-English shift
- Implementing early screening and intervention programs to identify and assist students at risk of disengagement
- Enhancing teacher training to better equip educators with the skills to support diverse learning needs
- Fostering a learning environment that celebrates progress and encourages a growth mindset
By addressing the unique needs of Taiwanese students who may find the orthographic transition particularly challenging, educators can help ensure that all students have the opportunity to develop strong English literacy skills and reach their full academic potential.
My comment:
I have covered all the above matters in my blog posts.
The common factor between kids learning English in the rest of the world and kids learning English is China and Taiwan is that of confusion among the kids.
We will look at this in the next article.
To be continued…
No comments:
Post a Comment