The Routledge Handbook of Chinese Language Teaching  book cover
1st Edition

The Routledge Handbook of Chinese Language Teaching

ISBN 9781032401300
Published August 29, 2022 by Routledge
688 Pages 68 B/W Illustrations

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Book Description

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.

Table of Contents

          I. Overview

  1. Teaching Chinese as a first language in China: review and comparison
  2. Weixiao Wei

  3. From ‘Chinese to Foreigners’ to ‘Chinese International Education’: China’s efforts in promoting its language worldwide
  4. Chris Shei

  5. The Beginning of Chinese Professorship and Chinese Language Instruction in the United States: History and Implications
  6. Der-lin Chao

  7. Teaching Chinese as a heritage language
  8. Chang Pu

    II. Chinese language pedagogy

  9. Methods of teaching Chinese: evolution and emerging trends
  10. Haidan Wang

  11. Teaching Content, Developing Language in CLIL Chinese
  12. Jane Orton

  13. Creating a Task-Based Language Course in Mandarin Chinese
  14. Miao-fen Tseng

  15. Developing communicative competence in adult beginner learners of Chinese
  16. Clare Wright

    III. Teaching Chinese pronunciation and characters

  17. Some explicit linguistic knowledge for Chinese pronunciation teaching
  18. Bei Yang

  19. Teaching Chinese tones
  20. Hang Zhang

  21. Teaching Chinese intonation and rhythm
  22. Chunsheng Yang

  23. Teaching Chinese pronunciation: explanation, expectation, and implementation
  24. Jiang Liu

  25. Recognition of two forms of characters and teaching literary Chinese
  26. Joseph R. Allen

  27. Teaching Chinese characters: what we know and what we can do
  28. Bo Hu

  29. An analysis on models of teaching spoken Chinese as a foreign language
  30. Meiru Liu

    IV. Teaching Chinese words and grammar

  31. A usage-based approach to L2 grammar instruction delivered through the PACE model
  32. Hong Li and Jing Z. Paul

  33. Methods of lexical semantic inquiry in teaching advanced level vocabulary
  34. Shiao-Wei Tham

  35. Teaching Chinese adverbs
  36. Yan Li

  37. From cognitive linguistics to pedagogical grammar: On teaching the Chinese sentence-final le
  38. Liancheng Chief

    V. Materials and curricula

  39. Considerations in preparing pedagogical materials for adult native English-speaking learners of Chinese as a Second/Foreign Language
  40. Cornelius Kubler

  41. Intercultural Communicative Competence in CFL Language Curricula
  42. Madeline K. Spring

  43. Teaching Chinese through Authentic Audio-visual Media Materials
  44. Liling Huang and Amber Navarre

  45. Understanding tertiary Chinese language learners’ needs: A cross-curricular perspective
  46. Hui Huang

  47. Emotion, attitude and value in primary school Chinese textbooks
  48. Bo Wang, Yuanyi Ma & Isaac N. Mwinlaaru

  49. The Assessment of Chinese L2 Proficiency
  50. Paula Winke and Wenyue Melody Ma

    VI. Instructional media and resources

  51. Using social media to teach Chinese more effectively
  52. Ke Peng

  53. Teaching Chinese Through Film: Rationale, Practice, and Future Directions
  54. Yanhong Zhu

  55. Literature in Chinese Language Teaching
  56. Don Starr and Yunhan Hu

  57. Multimodal Pedagogy and Chinese Visual Arts in TCFL Classrooms
  58. Rugang Lu

  59. The Current Status of CALL for Chinese in the United States
  60. Zheng-Sheng Zhang

  61. Using technology to learn to speak Chinese
  62. Lijing Shi and Ursula Stickler

  63. Towards Automatic Identification of Chinese Collocation Errors
  64. Zhao-Ming Gao

  65. Business Chinese Instruction: Past, Present, and Future
  66. Fangyuan Yuan

    VII. Teaching context and policy

  67. Chinese Language Learning and Teaching in the UK
  68. George X Zhang and Linda M Li

  69. The Impact of Australian language policies on Chinese language teaching
  70. Shen Chen and Helena Sit

  71. Bi/Multilingual Education, Translation, and Social Mobility in Xinjiang, China
  72. Saihong Li

  73. Understanding how Chinese language education is used to promote citizenship education in China and Hong Kong
  74. TAM, Angela Choi-fung

  75. Teachers’ Bicultural Awareness in Chinese Culture Instruction
  76. Guangyan Chen and Ken Springer

  77. Crossing the river while feeling for stones: the education of a Chinese language teacher

          Julian K. Wheatley

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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.