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Author: David A. Watkins
Publisher: Hong Kong University Press
ISBN:
Category : Education
Languages : en
Pages : 326
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Book Description
This is a sequel to 'The Chinese learner', co-published with the Comparative Education Research Centre in Hong Kong in 1996. This book extends the earlier work by focusing on the work of teachers. It analyses the ways in which Chinese teachers think about their teaching and identifies differences in approach.
Author: David A. Watkins
Publisher: Hong Kong University Press
ISBN:
Category : Education
Languages : en
Pages : 326
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Book Description
This is a sequel to 'The Chinese learner', co-published with the Comparative Education Research Centre in Hong Kong in 1996. This book extends the earlier work by focusing on the work of teachers. It analyses the ways in which Chinese teachers think about their teaching and identifies differences in approach.
Author: Carol K.K. Chan
Publisher: Springer Science & Business Media
ISBN: 904813840X
Category : Education
Languages : en
Pages : 360
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Book Description
It is seventeen years since I first formulated ‘The paradox of the Chinese learner’ in a conference in Kathmandu, Nepal. My original formulation of the paradox was that westerners saw Chinese students as rote learning massive amounts of information in fierce exam-dominated classrooms – yet in international comparisons, students in the Confucian heritage cla- rooms greatly outperformed western students learning in ‘progressive’ western classrooms. This seeming paradox raised all sorts of questions to which many others have contributed important answers, especially that by Ference Marton on how Chinese learners construed the roles of memory and understanding in ways that were foreign to typical western educators. Much of this work was brought together in The Chinese Learner (1996), edited by David Watkins and myself. That work raised more questions still, especially about educational contexts, beliefs and practices, which were investigated in contributions to Teaching the Chinese Learner (2001). And now we have Revisiting the Chinese Learner, which is a very timely collection of excellent contributions that take into account the many changes that have taken place since 2001, changes such as: 1. The globalisation of education especially through educational technology, and enormous socio-economic changes, especially in China itself. 2. Changes in educational policy, aims, curriculum and organi- tion, and decentralisation of educational decision-making in many Confucian heritage cultures. 3.
Author: Jinfa Cai
Publisher: IAP
ISBN: 1617350664
Category : Education
Languages : en
Pages : 368
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Book Description
The book is linked to the annual theme of the 2008 CAERDA International Conference with contributing authors serving as keynote speakers, invited panelists, paper presenters, as well as specialists and educators in the field. The book provides a most comprehensive description of and a theoretically wellinformed and a scholarly cogent account of teaching and learning Chinese in general and in the United States in particular. It examines a wide range of important issues in Chinese teaching and learning: current state in teaching Chinese as a Second Language (TCSL) in the United States, US national standards for learning foreign languages K-12, policy making about how to meet the growing demand for Chinese language and cultural education with regard to a national coordination of efforts, professional teacher training in terms of the quantity and quality of Chinese language teachers at all levels, promotion of early language learning, characteristics of Chinese pedagogy, aspects of Chinese linguistics, methods and methodology in teaching TCSL, techniques and technology in Chinese language education, curriculum and instruction in TCSL, cultural aspects of teaching Chinese as a Second Language, issues in Chinese pedagogy, development of Chinese as a Heritage Language (HL) and the issue of cultural identity for bilingual/multilingual learners (particularly bilingual/multilingual children), testing and evaluation in TCSL, Chinese literacy and reading, approaches to instruction and program design, etc.
Author: Janet Zhiqun Xing
Publisher: Hong Kong University Press
ISBN: 9622097626
Category : Foreign Language Study
Languages : en
Pages : 334
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Book Description
This book provides a research-based account of how to teach and learn Chinese as a foreign language. In addition to the discussion of relevant second/foreign language research, this volume gives detailed information on ways to develop a pedagogical modelthat is uniquely suited to teaching Chinese in five key areas: pronunciation (tones and pinyin), characters and words, sentences (when and why different sentence structures are used), discourse and pragmatic competence (coherence and genre), and cultural competence. Specially written for Chinese language teachers, student teachers and applied linguists, this is the first book written in English that systematically addresses all major aspects involved in teaching and learning Chinese as a foreign language. This book covers all the fundamental grammar elements in Chinese, explains their functions in discourse and communication, and explores different strategies for teaching and engaging students in learning the language.
Author: David A. Watkins
Publisher: Hong Kong University Press
ISBN:
Category : Education
Languages : en
Pages : 320
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Book Description
Paints a clear, research-based picture of how Chinese students and their teachers see the context of their learning both in Hong Kong and abroad. The focus of much of this research is the question, How can Chinese learners be so successful academically'.
Author: Jane Orton
Publisher: Routledge
ISBN: 1351206850
Category : Education
Languages : en
Pages : 202
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Book Description
Grounded in analysis of Chinese and international educational concepts and classroom techniques currently used to teach Chinese as a Second Language, and a thorough review of recent research in the field, this volume identifies the learning challenges of the language for native English speakers. Orton and Scrimgeour assess the gap in knowledge and skills between learners’ initial and future proficiency levels as L2 Chinese speakers, map their needs as learners towards achieving a high language proficiency, and set out an informed, integrated teaching orientation and practice for the Chinese classroom that responds to those needs. Chapters in the volume address curriculum design, teaching diverse learners and levels, the learning challenges of Chinese oral and literacy skills, grammar and vocabulary, discourse development, cultural understanding, and the affordances of a visit to China. Filled with original and engaging teaching and learning tools and techniques, this book is an essential and rich content resource for primary and secondary teachers, and teacher candidates and educators in Chinese as a Second Language education.
Author: Robyn Moloney
Publisher: Springer
ISBN: 981287772X
Category : Education
Languages : en
Pages : 274
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Book Description
Teachers of Chinese as a foreign language in many international contexts are searching for pedagogic solutions to promote effective learning. Models of innovative and successful approaches are urgently needed. This volume presents a collection of compelling and empirically rich research studies that showcases innovative developments in the practice of teaching Chinese as a foreign language. The studies focus on three interrelated areas: learners, teachers, and applications of new technologies. Specifically, the studies explore methods for fostering learner-centred classrooms, autonomous learners, intercultural learning, the role of teacher views and identities, the nature of a ‘middle ground’ approach, and technologies that accommodate the unique aspects of the Chinese language, with new options for mobile and interactive learners. Providing both inspiration and practical models for language practitioners and researchers, it offers a vital resource for teachers’ professional development, and for pre-service teacher education.
Author: Linda Tsung
Publisher: Bloomsbury Publishing
ISBN: 0826424481
Category : Language Arts & Disciplines
Languages : en
Pages : 257
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Book Description
Although there is an extensive literature on the teaching of English as a Second or Other Language, there is very little published research on the teaching or learning of Chinese in similar contexts. This book is the first to bring together research into the teaching and learning of Chinese as a foreign language to non-native speakers, as a second language to minority groups and as a heritage/community language in the diaspora.The volume showcases the contribution of researchers working in such areas as language teaching and learning, policy development, language assessment, language development, bilingualism, all within the context of Chinese as a Second or Other Language. This is an exciting extension of teaching research beyond the traditional TESOL field and with be of interest to researchers and practitioners working in applied linguistics and Chinese language education worldwide.
Author: David Watkins
Publisher: Acer Press
ISBN: 9780864313812
Category : Academic achievement
Languages : en
Pages : 0
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Book Description
This book is a sequel to The Chinese Learner and extends the earlier book by focusing on the work of teachers. It analyses the ways in which teachers in Hong Kong and China think about their teaching, and the ways in which they conduct their teaching. Differences between Chinese and Western approaches to teaching are identified, and lessons are drawn for educational reform.
Author: Shane N. Phillipson
Publisher: Hong Kong University Press
ISBN: 9888139517
Category : Education
Languages : en
Pages : 415
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Book Description
A major concern of all education authorities around the world is the challenge that schools face in catering for learner diversity. That this concern is shared by authorities in East Asia, including the Education Bureau (EDB) of Hong Kong, is surprising given the high academic achievement of students from this part of the world. This book helps to meet this challenge for teachers in East Asia by focusing on specific research that helps explain the basis for diversity in the Chinese learner. Although there are many textbooks that cover the basic principles of educational psychology, few do not focus on the Chinese learner. This book makes the link between the broad field of educational psychology and how these theories contribute to our understanding of the Chinese learner. This book is unique in that it draws on recent research to illustrate the application of these theories, thereby helping teachers and students in teacher education progammes understand the variability in student achievement. Our book is based on the idea that the Chinese context is in many ways different to other cultural contexts, and that teachers can make a difference to the outcomes of student learning. We also draw on our many years of experience in educating future teachers where our students want us to focus on the Chinese classroom. Our student-teachers also want to be educated by professors who are themselves researchers. In drawing on research about the Chinese learner we also bring to our student-teachers the richness and value of educational research. We also encourage our student-teachers to think of themselves as “professional researchers” in terms of developing an understanding of the research literature and in finding solutions to their classroom problems.
