1st Edition
The Routledge Handbook of Chinese Language Teaching
The Routledge Handbook of Chinese Language Teaching defines Chinese language teaching in a pedagogical, historical, and contemporary context. Throughout the volume, teaching methods are discussed, including the traditional China-based approach, and Western methods such as communicative teaching and the immersion program.
The Handbook also presents a pedagogical model covering pronunciation, tones, characters, vocabulary, grammar, and the teaching of listening, speaking, reading, and writing. The remaining chapters explore topics of language assessment, technology enhanced instruction, teaching materials and resources, Chinese for specific purposes, classroom implementation, social contexts of language teaching and language teaching policies, and pragmatics and culture.
Ideal for scholars and researchers of Chinese language teaching, the Handbook will benefit educators and teacher training programs. This is the first comprehensive volume exploring the growing area of Chinese language pedagogy.
I. Overview
- Teaching Chinese as a first language in China: review and comparison
- From ‘Chinese to Foreigners’ to ‘Chinese International Education’: China’s efforts in promoting its language worldwide
- The Beginning of Chinese Professorship and Chinese Language Instruction in the United States: History and Implications
- Teaching Chinese as a heritage language
- Methods of teaching Chinese: evolution and emerging trends
- Teaching Content, Developing Language in CLIL Chinese
- Creating a Task-Based Language Course in Mandarin Chinese
- Developing communicative competence in adult beginner learners of Chinese
- Some explicit linguistic knowledge for Chinese pronunciation teaching
- Teaching Chinese tones
- Teaching Chinese intonation and rhythm
- Teaching Chinese pronunciation: explanation, expectation, and implementation
- Recognition of two forms of characters and teaching literary Chinese
- Teaching Chinese characters: what we know and what we can do
- An analysis on models of teaching spoken Chinese as a foreign language
- A usage-based approach to L2 grammar instruction delivered through the PACE model
- Methods of lexical semantic inquiry in teaching advanced level vocabulary
- Teaching Chinese adverbs
- From cognitive linguistics to pedagogical grammar: On teaching the Chinese sentence-final le
- Considerations in preparing pedagogical materials for adult native English-speaking learners of Chinese as a Second/Foreign Language
- Intercultural Communicative Competence in CFL Language Curricula
- Teaching Chinese through Authentic Audio-visual Media Materials
- Understanding tertiary Chinese language learners’ needs: A cross-curricular perspective
- Emotion, attitude and value in primary school Chinese textbooks
- The Assessment of Chinese L2 Proficiency
- Using social media to teach Chinese more effectively
- Teaching Chinese Through Film: Rationale, Practice, and Future Directions
- Literature in Chinese Language Teaching
- Multimodal Pedagogy and Chinese Visual Arts in TCFL Classrooms
- The Current Status of CALL for Chinese in the United States
- Using technology to learn to speak Chinese
- Towards Automatic Identification of Chinese Collocation Errors
- Business Chinese Instruction: Past, Present, and Future
- Chinese Language Learning and Teaching in the UK
- The Impact of Australian language policies on Chinese language teaching
- Bi/Multilingual Education, Translation, and Social Mobility in Xinjiang, China
- Understanding how Chinese language education is used to promote citizenship education in China and Hong Kong
- Teachers’ Bicultural Awareness in Chinese Culture Instruction
- Crossing the river while feeling for stones: the education of a Chinese language teacher
Weixiao Wei
Chris Shei
Der-lin Chao
Chang Pu
II. Chinese language pedagogy
Haidan Wang
Jane Orton
Miao-fen Tseng
Clare Wright
III. Teaching Chinese pronunciation and characters
Bei Yang
Hang Zhang
Chunsheng Yang
Jiang Liu
Joseph R. Allen
Bo Hu
Meiru Liu
IV. Teaching Chinese words and grammar
Hong Li and Jing Z. Paul
Shiao-Wei Tham
Yan Li
Liancheng Chief
V. Materials and curricula
Cornelius Kubler
Madeline K. Spring
Liling Huang and Amber Navarre
Hui Huang
Bo Wang, Yuanyi Ma & Isaac N. Mwinlaaru
Paula Winke and Wenyue Melody Ma
VI. Instructional media and resources
Ke Peng
Yanhong Zhu
Don Starr and Yunhan Hu
Rugang Lu
Zheng-Sheng Zhang
Lijing Shi and Ursula Stickler
Zhao-Ming Gao
Fangyuan Yuan
VII. Teaching context and policy
George X Zhang and Linda M Li
Shen Chen and Helena Sit
Saihong Li
TAM, Angela Choi-fung
Guangyan Chen and Ken Springer
Julian K. Wheatley
Biography
Chris Shei was educated in Taiwan and studied at Cambridge and Edinburgh before 2000. He then worked at Swansea University from 2003 until the present. He teaches and researches in linguistics and translation studies and is particularly interested in the use of computer and web resources for linguistic research, language education and translating. He is the General Editor for three Routledge book series: Routledge Studies in Chinese Discourse Analysis, Routledge Studies in Chinese Translation and Routledge Studies in Chinese Language Teaching (with Der-lin Chao). Proposals for monographs or edited pieces are received at [email protected] on a long-term basis.
Monica E. McLellan Zikpi is the coordinator of the Chinese Flagship Program at the University of Oregon. She attended graduate school at the same university and completed a PhD in Comparative Literature in 2014, with a dissertation on the reception history of a work attributed to the Chinese poet Qu Yuan (c. fourth–third century BCE). She has published research on the interpretation and translation of early Chinese poetry in Early China, Comparative Literature Studies, Journal of Oriental Studies, and Chinese Literature: Essays, Articles, Reviews. As coordinator of the Chinese Flagship Program, she is responsible for the day-to-day operations of a grant-funded undergraduate language program designed to help students beginning from any proficiency level to reach professional-level fluency in Mandarin. She enjoys helping students navigate the practical matters of learning Chinese, including finances, proficiency assessments, academic credit, and study abroad.
Der-lin Chao is Professor of Chinese and Head of the Chinese BA in Language, Literature, Translation and MA in the Teaching of Chinese programs at Hunter College, City University of New York. She devotes herself to language program pedagogy, design, and evaluation; development of technology and web-based instructional materials; teacher education; proficiency-based language education; and the history of Chinese language instruction. In addition, she is thoroughly invested in developing extra-collegiate Chinese educational initiatives, including K-12 Chinese curriculum development and enhancement with partner schools throughout the New York City area.
