The Chinese language is now used by a quarter of the world’s population and is increasingly popular as a second language. Teaching Chinese Literacy in the Early Years comprehensively investigates the psychology, pedagogy and practice involved in teaching Chinese literacy to young children.
This text not only explores the psycholinguistic and neuropsychological processing involved in learning Chinese literacy but also introduces useful teaching methods and effective practices relevant for teaching within early years and primary education.
Key issues explored within this text include:
- The Psycholinguistics of Chinese Literacy
- Neuropsychological Understanding of Chinese Literacy
- The pedagogy of teaching Chinese as a first language
- The Pedagogy of Teaching Chinese as a second language
- Teaching Chinese literacy in early childhood settings
- Assessing Chinese Literacy Attainment in the Early Years
With the addition of two reliable Chinese literacy scales, Teaching Chinese Literacy in the Early Years is an essential text for any student, lecturer or professional teacher who is interested in learning and teaching Chinese literacy.
Table of Contents
1. The Psycholinguistics of Chinese Literacy 2. Neuropsychological Understanding of Chinese Literacy 3. The pedagogy of teaching Chinese as a first language 4. The Pedagogy of Teaching Chinese as a second language 5. Teaching Chinese literacy in early childhood settings 6. Assessing Chinese Literacy Attainment in the Early Years 7. Appendices
Hui Li is Associate Professor of Early Childhood Education at the University of Hong Kong.
Teaching Chinese literacy in the early years: Psychology, pedagogy and practice is a timely contribution to the internationally growing field of learning and teaching Chinese. How Chinese literacy is learned and taught is of great interest and importance to many, including scientists, students, teachers, teacher educators, and policymakers. There are very few academic publications in the English language that are devoted to understanding the psychology, pedagogy,
and practice of Chinese literacy acquisition. Li’s book has filled a large gap for the dissemination of contemporary research advancements and practical innovations in this field.
This book is the most systematic and critical review of the psycholinguistic features of Chinese language that I have ever read and demonstrates the author’s solid background in this field. ...
In short, this book is an excellent resource for Chinese teachers, teacher educators, and researchers as it provides readers with an understanding of how Chinese literacy can be taught in the early years as L1 and L2.
-- Linda Tsung, The University of Sydney, in Frontiers of Education in China, Volume 10, Issue 4.