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Perspectives on Teaching and Learning Chinese Literacy in China

Perspectives on Teaching and Learning Chinese Literacy in China Author Cynthia Leung
ISBN-10 9789400748217
Release 2012-10-04
Pages 222
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This book offers historical, philosophical and cultural perspectives on literacy in China, providing a comprehensive, cross-disciplinary look at changes in Chinese literacy education from ancient times to today. A companion volume covers English literacy.



Perspectives on Teaching and Learning English Literacy in China

Perspectives on Teaching and Learning English Literacy in China Author Jiening Ruan
ISBN-10 9789400749948
Release 2012-11-29
Pages 168
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This is one of two volumes by the same editors that explore historical, philosophical, and cultural perspectives on literacy in China. This volume focuses on English literacy in China, while the other volume is on Chinese literacy. In modern day China, English has enjoyed an increasingly important status in education, but not without challenges. The essays in this volume provide a comprehensive, cross-disciplinary look at changes in English literacy practices and literacy instruction in China from the first English school in the 19th century to recent curriculum reform efforts to modernize English instruction from basic education through higher education. Together, the essays address a wide array of topics, including early childhood English education, uses of information technology to teach English, and teaching English to Chinese minority students. This work is essential reading for those who want to expand their understanding of English literacy education in China.



Teaching and Learning Chinese in Global Contexts

Teaching and Learning Chinese in Global Contexts Author Linda Tsung
ISBN-10 9781441100399
Release 2011-01-13
Pages 232
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Teaching and Learning Chinese

Teaching and Learning Chinese Author Jianguo Chen
ISBN-10 9781617350641
Release 2010
Pages 346
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A volume in the Chinese American Educational Research and Development Association Book Series Series Editor Jinfa Cai, University of Delaware 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.



English Medium Instruction in Chinese Universities

English Medium Instruction in Chinese Universities Author Jing Zhao
ISBN-10 9781317211501
Release 2017-03-27
Pages 218
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This edited book is about the rationale, practice and classroom implementation of English-medium instruction courses in Chinese universities. It specifically focuses on classroom discourse analysis across different disciplines and settings. The main themes of this book are: describing the state educational policies toward English-medium instruction at the tertiary level; distinguishing English-medium instruction from mainstream foreign language learning; analyzing curricula and discourse at the classroom level and evaluating the learning effectiveness of these courses. This book covers the widespread implementation of English-medium courses in China across different disciplines, and it provides a window for researchers and practitioners from other parts of the world to see the curriculum design, lesson planning, discourse features and teacher-student interaction in English-medium classrooms in China. Contributors to this volume consists of a panel of highly respected researchers in the fields of bilingual education, English-medium instruction, classroom discourse analysis and language program evaluation. Chapters include, Balance of Content and Language in English-Medium Instruction Classrooms English-Medium Instruction in a Math Classroom: An Observation Study of Classroom Discourse Asking and answering questions in EMI classrooms: What is the Cognitive and Syntactic Complexity Level?



Language Power and Hierarchy

Language Power and Hierarchy Author Linda Tsung
ISBN-10 9781441155740
Release 2014-10-27
Pages 256
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Shunning polemicism and fashioning a new agenda for a critically informed yet practically orientated approach, this book explores aspects of multilingual education in the People's Republic of China (PRC). Amongst other issues, it also looks at the challenges associated with bilingual and trilingual education in Xinjiang and Tibet as well as the mediation between religion and culture in multi-ethnic schools, covering these issues from a range of perspectives - Korean, Uyghur, Tibetan, Mongolian and Yi. The PRC promotes itself as a harmonious, stable multicultural mosaic, with over 50 distinct ethnic groups striving for common prosperity. Beneath this rhetoric, there is also inter-ethnic discord, with scenes of ethnic violence in Lhasa and Urumqi over the last few years. China has a complex system of multilingual education - with dual-pathway curricula, bilingual and trilingual instruction, specialised ethnic schools. This education system is a lynchpin in the Communist party state's efforts to keep a lid on simmering tensions and transform a rhetoric of harmony into a critical pluralistic harmonious multiculturalism. This book examines this supposed lynchpin.



Bilingual Education

Bilingual Education Author Angel Lin
ISBN-10 9789622099586
Release 2009-03-01
Pages 176
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There is an urgent need to critically integrate and review the international research literature with a view to informing public debates and policy making regarding the medium of instruction in Hong Kong and other Southeast Asian contexts. This book aimsto meet this need.



Educational Development in Western China

Educational Development in Western China Author John Chi-kin Lee
ISBN-10 9789463002325
Release 2016-03-22
Pages 350
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In 2000, the “Western Development” plan of the Chinese Mainland attracted attention of educators and policy makers. Around that period, the Chinese government also launched large scale and systemic curriculum reforms in basic education and secondary education in achieving quality education across the vast country. Despite significant progress that has been made in educational investments and attainments in China, issues of quality and regional disparities across China remain, especially in the less developed, western part of China where the significance of ethnic diversity, urban-rural disparity and variations in school development exists. In addition, there have been entrenched problems of teacher and teaching quality, resources inadequacy and ‘left-behind’ children. Written by a group of Chinese and international scholars, the book provides an updated analysis and discussion of educational development and related issues in the less developed part of Western China. These chapters cover broad contextual issues of educational development and reforms, issues of quality and equality in different sectors of education, as well as curriculum implementation, teaching innovations and professional development of teachers.



Learning Chinese in Diasporic Communities

Learning Chinese in Diasporic Communities Author Xiao Lan Curdt-Christiansen
ISBN-10 9789027270245
Release 2014-07-15
Pages 243
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This book brings together new theoretical perspectives and bilingual education models from different sociopolitical and cultural contexts across the globe in order to address the importance of sociocultural, educational and linguistic environments that create, enhance or limit the ways in which diasporic children and young people acquire the ‘Chinese’ language. The chapters present a variety of research-based studies on Chinese heritage language education and bilingual education drawing on detailed investigations of formal and informal educational input including language socialization in families, community heritage language schools and government sponsored educational institutions. Exploring the many pathways of learning ‘Chinese’ and being ‘Chinese’, this volume also examines the complex nature of language acquisition and development, involving language attitudes and ideologies as well as linguistic practices and identity formation. Learning Chinese in Diasporic Communities is intended for researchers, teacher-educators, students and practitioners in the fields of Chinese language education and bilingual education and more broadly those concerned with language policy studies and sociolinguistics.



Bilingual Education in China

Bilingual Education in China Author Anwei Feng
ISBN-10 9781853599910
Release 2007
Pages 288
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This volume brings a mixed group of researchers together to discuss issues in bilingual or trilingual education for the majority and minority nationality groups in China and to explore the relationship between the two.



Multidisciplinary Research Perspectives in Education

Multidisciplinary Research Perspectives in Education Author Indika Liyanage
ISBN-10 9789463006156
Release 2016-07-27
Pages 216
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“The editors of this extraordinary book, Indika Liyanage and Badeng Nima, have brought together a wonderfully wide-ranging collection of chapters. The breadth and depth of the studies of education issues in China and Australia are impressive. The topics encompass important questions concerning education policies, curricula, pedagogy, equality, parental engagement, cultural heritage, and anti-drug education. The scope of the book includes Chinese and Australian settings that range from kindergartens to higher education, and from rural to urban environments. The diversity of the book strengthens rather than weakens its coherence, because the golden thread running through all the chapters is a portrayal of the complexity of education provision when global, national and local forces interact. Written by academics with hands-on experience, the chapters provide evidence-based discussions of practical conundrums, enriched by the sophisticated use of interdisciplinary approaches. As a result, this book is powerful, challenging and ground-breaking.” – Bob Adamson, UNESCO Chairholder in TVET and Lifelong Learning, Education University of Hong Kong



Chinese Education from the Perspectives of American Educators

Chinese Education from the Perspectives of American Educators Author Chuang Wang
ISBN-10 9781681231846
Release 2015-06-01
Pages 265
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This book is written by a diverse cohort of American educators, including professors, teachers, and school administrators from preK to college levels. They come from disciplinary areas of child development, special education, English as a second language, counseling, technology, school administration, educational psychology, educational measurement and testing, as well as mathematics education. The chapters explore various topics, ranging from standardized testing, roles of central office, teacher evaluation, teacher professional development, gender differences, diversity, student engagement and parental involvement, student services provided at school, use of technology with teacher and students’ perspectives of technology use, selfefficacy beliefs, to teacher’s perspectives of play in early childhood settings. While the chapters reflect diverse conceptual and theoretical orientation, disciplinary focus, methodological emphasis, writing styles, and educational implications, they add together to present a more holistic picture of Chinese education across disciplinary areas. Taken together, these chapters reveal salient similarities and differences in theoretical underpinnings, pedagogical principles and classroom practices in China and in the United States. They also shed light on some of the larger conceptual/theoretical orientations between learning and learners in the two countries. They debunk some common misconceptions of education in the two countries as well. Since many chapters are written by American authors that reflect directly on their study abroad experiences in China, this allows fresh insight that helps to transform the view that these countries learning from one another would be a challenge into the realization that learning from one another is not only invaluable but also essential.



Becoming Batman

Becoming Batman Author E. Paul Zehr
ISBN-10 9780801896217
Release 2009-11-17
Pages 320
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A fun foray of escapism grounded in sound science, Becoming Batman provides the background for attaining the realizable—though extreme—level of human performance that would allow you to be a superhero.



Handbook of Research on Foreign Language Education in the Digital Age

Handbook of Research on Foreign Language Education in the Digital Age Author Wang, Congcong
ISBN-10 9781522501787
Release 2016-07-13
Pages 460
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The role of technology in the learning process can offer significant contributions to help meet the increasing needs of students. In the field of language acquisition, new possibilities for instructional methods have emerged from the integration of such innovations. The Handbook of Research on Foreign Language Education in the Digital Age presents a comprehensive examination of emerging technological tools being utilized within second language learning environments. Highlighting theoretical frameworks, multidisciplinary perspectives, and technical trends, this book is a crucial reference source for professionals, curriculum designers, researchers, and upper-level students interested in the benefits of technology-assisted language acquisition.



Global Perspectives on Gender and Sexuality in Education

Global Perspectives on Gender and Sexuality in Education Author Elinor L. Brown
ISBN-10 9781681237961
Release 2017-05-01
Pages 341
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International Advances in Education: Global Initiatives for Equity and Social Justice is an international research monograph series that contributes to the body of inclusive educational policies and practices focused on: empowering society’s most vulnerable groups; raising the ethical consciousness of those in positions of authority; and encouraging all to take up the mantle of global equity in educational opportunity, economic freedom and human dignity. Each themed volume in this series draws on the research and innovative practices of investigators, academics, educators, politicians, administrators, and community organizers around the globe. This volume consists of three sections; each centered on an aspect of gender equity in the context of education. The chapters are drawn from a wide range of countries including: Australia, China, Gambia, India, Italy, Kenya, Kyrgyzstan, Laos, Slovenia, Swaziland, Grenada, Jamaica, Trinidad, Tobago, The United States, and Turkey addressing issues of gender equity, citizenship education, egalitarianism in sexual orientation, and strategies to combat human trafficking. The 15 chapters document both the progress and challenges facing those who strive for gender equity in access to education, the portrayal of women in curricula, and the acceptance of diverse sexual orientations within differing country contexts and provide an overview of promising policies, practices and replicable successful programs.



Bilingual education in China

Bilingual education in China Author Anwei Feng
ISBN-10 1853599913
Release 2007
Pages 288
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This volume brings a mixed group of researchers together to discuss issues in bilingual or trilingual education for



Bilingual Development and Literacy Learning

Bilingual Development and Literacy Learning Author Norbert FRANCIS
ISBN-10 9789629372057
Release 2012-07-01
Pages 274
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A major part of this book is devoted to the presentation of a series of proposals for collaborative research with investigators working in East Asia on cross-writing system comparisons and bilingual literacy - comparing alphabetic and morpho-syllabic literacy.