1st Edition
Learning and Teaching Chinese as a First Language International Perspectives
Covering new trends in the learning and teaching of Chinese, the authors conduct a critical investigation of the complex field of language education in the context of learning and teaching Chinese, and effective first language teaching.
The book has three objectives: establishing a field of study in Chinese language learning and teaching, providing critical discussion and progressive insights on language education, and offering relevant pedagogical perspectives of learning and teaching Chinese as L1 and L2. The chapters investigate learning and teaching of Chinese in different aspects, including four skills, culture, literature, technology-assisted learning, and learners’ identity. By focusing on the teaching practices of Chinese at different levels, it sheds light on teaching Chinese as a first language. Theoretically, it broadens the linguistic and geographical reach of previous works on language education that mainly examine English as a lingua franca or children’s first language acquisition. Drawing upon theories in language learning, the book demonstrates the applicability of language theories in the first language and Chinese as a non-alphabetic language and examines the impact and effectiveness of some theories in Chinese learning and teaching.
Academic researchers, teacher educators, teachers and students interested in Chinese language and education will find this a highly relevant text for its focus on curriculum, pedagogy and assessment of teaching Chinese as a first language.
Chapter 1. Introduction
Part One: Teaching Chinese in Greater China
Chapter 2. A Review of the Development of Language Teaching and Learning in Hong Kong in the Past Fifty Years
Chung Mou Si, John Chi-Kin Lee, Sin Manw Sophia Lam
Chapter 3. New Trends in Mainland China’s Language Teaching Development
Bei-fei Dong and Sin Manw Sophia Lam
Chapter 4. Analysis of the Key Learning Contents and Performance Indicators of the Mandarin Curriculum and Teaching in Taiwan
Yu-Mao Yang
Part Two: Chinese L1 Curriculum, Pedagogy, and Assessment
Chapter 5. Differences in the Relationships between Executive Functions, Reading Engagement and Reading Comprehension between Primary Students from Grade 3 and Grade 5
Xian Liao, Xinhua Zhu and Mingjia Cai
Chapter 6. Integration of Poetic Prosody for Effective Digital Chinese Teaching
Yeuk Hung To and Chung Mou Si
Chapter 7. Perceptions of Motivational Strategies Among Pre-Service Chinese Language Teachers
Sin Manw Sophia Lam and Wing Tung Michelle Cheng
Chapter 8. Technology-enhanced Chinese language teaching and learning
Boning Lyu and Chun Lai
Part Three: New trends in Chinese L1 learning and teaching
Chapter 9. Innovative Practices of Teaching Classical Chinese Vocabulary: from Etymology to Semantic System
Yin Ling Law and Pui Ling Tang
Chapter 10. Life and Moral Education and Chinese Language Education: Trends and Prospects in the Greater China Region
Yuen Yee Mandy Au and John Chi-Kin Lee
Chapter 11. Transprofessional identity of L1 Chinese language teachers in changing multilingual contexts
Zhen Li and Yongcan Liu
Chapter 12. Towards Promoting Diversity, Equity, and Inclusion (DEI) in Chinese language teaching: Insights from Hong Kong
Danping Wang and Xiaoyan Qiu
Biography
Sin Manw Sophia Lam is an Assistant Professor Department of Chinese Language Studies at the Education University of Hong Kong.
John Chi-Kin Lee is President and Chair Professor of Curriculum and Instruction, Director of Academy for Education Development and Innovation and UNESCO Chair of Regional Education Development and Lifelong Learning at the Education University of Hong Kong.
Chung Mou Si is a Professor (Practice) in the Department of Chinese Language Studies at the Education University of Hong Kong.
