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Teaching Chinese as a Foreign Language - Editor's Introduction
| Attachment | Size | |
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| TCFL_Intro.pdf | 378.74 KB |
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I've read Teaching Chinese as a Foreign Language once and now I will read it a second time. Excellent book! I will recommend this to other teachers. I am very happy to see more books like this in the market.
Joanne Havemeyer, Convent of the Sacred Heart Prep School, Greenwich, CT
Just as the demand for Chinese language programs is growing across North America, schools are facing a shortage of trained teachers and a host of challenges. How can teachers meet the needs of a complex classroom filled with both Chinese heritage learners and those completely new to Chinese? How can Chinese teachers from diverse backgrounds adapt to a North American teaching environment and expectations?
Designed to help teachers create and execute strong, sustainable K-16 Chinese language programs, this ground-breaking resource book is the first of its kind specifically written for teachers of Chinese as a foreign language. It contains essays written by a diverse group of experienced educators in the field. Essays are divided into three main sections: 1) Teaching Chinese in Context, 2) Teacher Knowledge and Pedagogical Decisions, 3) Challenges and Strategies for the North American Classroom.
By taking an issues approach as well as highlighting specific techniques and principles that will guide Chinese language teachers in making appropriate decisions in their classrooms, this book is an indispensible resource for teachers striving for excellence in the Chinese language classroom.
Focusing on the Learner in the Chinese Language Classroom: Moving from "Talking the Talk to "Walking the Walk" (Cynthia Ning, University of Hawaii)
AP Chinese Language and Culture: Pedagogical Implications and Applications (T. Richard Chi, University of Utah)
Linking Curriculum, Assessment, and Professional Development: Challenges of a K-16 Articulated Program (Madeline K. Spring, Arizona State University)
Understanding the Culture of American Schools and Managing the Successful Chinese Language Classroom (Leslie Schrier, University of Iowa)
Introduction | ix |
Michael E Everson and Yun Xiao |
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Section 1 Teaching Chinese in Context | 1 |
Chapter 1 The Importance of Standards | 3 |
Michael E Everson, University of Iowa |
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Chapter 2 Bringing Culture into the Chinese Language Classroom through Contextualized Performance | 19 |
Matthew B Christensen, Brigham Young University |
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Chapter 3 Focusing on the Learner in the Chinese Language Classroom: Moving from "Talking the Talk" to "Walking the Walk" | 35 |
Cynthia Ning, University of Hawaii at Manoa |
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Chapter 4 AP® Chinese Language and Culture: Pedagogical Implications and Applications | 61 |
T Richard Chi, University of Utah |
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Section 2 Teacher Knowledge and Pedagogical Decisions | 95 |
Chapter 5 Literacy Development in Chinese as a Foreign Language | 97 |
Michael E Everson, University of Iowa |
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Chapter 6 Teaching Chinese Orthography and Discourse: Knowledge and Pedagogy | 113 |
Yun Xiao, Bryant University |
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Chapter 7 Teaching Listening and Speaking: An Interactive Approach | 131 |
Xiaohong Wen, University of Houston |
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Chapter 8 Technology in Chinese Language Teaching and Learning | 151 |
Tianwei Xie, California State University, Long Beach, and Tao-chung Yao, University of Hawaii |
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Section 3 Challenges and Strategies for the American Classroom | 173 |
Chapter 9 Teaching Chinese as a Heritage Language:Keys to Success | 175 |
Yun Xiao, Bryant University |
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Chapter 10 Linking Curriculum, Assessment, and Professional Development: Challenges of a K-16 Articulated Program | 193 |
Madeline K Spring, Arizona State University |
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Chapter 11 Understanding the Culture of American Schools, and Managing the Successful Chinese Language Classroom | 227 |
Leslie Schrier, University of Iowa |
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I've read Teaching Chinese as a Foreign Language once and now I will read it a second time. Excellent book! I will recommend this to other teachers. I am very happy to see more books like this in the market.
Joanne Havemeyer, Convent of the Sacred Heart Prep School, Greenwich, CT
中文课程的旋风横扫北美,学校面临更多的挑战,也需要培育更多优良的教师。教师们该如何针对班上华裔学生和第一次接触中文的莘莘学子因材施教?又该如何调整教学设计,以因应北美的教学环境和达到学生的期待呢?
这本 K-16 中文教师教学指南的开路先锋,特别针对教授中文为第二外语的教师所编写,收录了教育界资深教学者的论文集并提供教学范例,分为三大部分:1) 设计真实情境教授中文 2) 教学必备知识和教学决策 3) 北美教育环境的教学挑战与策略。本书针对议题的属性,指出教学技巧和原则,提供中文教师合适的教学决策,是帮助教师达至臻完善课室管理的优良素材。英文版。
| Attachment | Size | |
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| TCFL_Intro.pdf | 378.74 KB |
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| TCFL_Contributors.pdf | 432.3 KB |
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| TCFL_excerpts.pdf | 1.27 MB |





