English Literacy Instruction for Chinese Speakers
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Product details:
- Edition number 1st ed. 2019
- Publisher Springer Nature Singapore
- Date of Publication 14 August 2020
- Number of Volumes 1 pieces, Book
- ISBN 9789811366550
- Binding Paperback
- See also 9789811366529
- No. of pages382 pages
- Size 210x148 mm
- Weight 549 g
- Language English
- Illustrations XXXVI, 382 p. 29 illus., 11 illus. in color. Illustrations, black & white 87
Categories
Long description:
Written with an emphasis on instruction, policy, practice, and assessment, this book focuses on English literacy at the pre-primary/primary, secondary, and university level, and discusses literacy policies in the region. An easy-to-read, solidly grounded book, it offers practical, thought provoking resources for classroom teachers and educators. It notably features explanations of key literacy skills, up-to-date research findings, and classroom applications that are contextualized for mainland China, Hong Kong, Macau, and Taiwan. This book provides pre-service and in-service teachers, English classroom practitioners, language teacher educators, literacy researchers, and students in research/teacher training programs a core set of instructional techniques on how to incorporate literacy-related ideas into English language classrooms. A valuable pedagogical resource for teaching and learning L2/EFL literacy, this book also highlights discussions on language and literacy policies and new examples of actual classroom teachers that have put English literacy instruction into practice.
MoreTable of Contents:
INTRODUCTION.- English foreign and second language literacy development in Chinese Speaking Asia: What do we know?.- PART 1: ENGLISH LITERACY INSTRUCTION FOR PRE-PRIMARY AND PRIMARY EDUCATION.- Developing a school-based reading program for lower-grade primary learners: The case of a primary school in Hong Kong.- Measuring the vocabulary knowledge of Hong Kong primary school second language learners through word associations: Implications for reading literacy.- Second language literacy instruction for pre-primary learners in Hong Kong: Using stories, songs, and games.- The effectiveness of tailor-made content and language integrated learning materials for Taiwanese primary school students’ literacy development.- English literacy instruction in Macau primary education: What can we learn from the Award Scheme on Instructional Design?.- PART II: ENGLISH LITERACY INSTRUCTION FOR SECONDARY EDUCATION.- English literacy development in Mainland Chinese secondary English classrooms: Pedagogical recommendations for enhancing formulaic language.- Spaced multi-draft composing and feedback in Mainland Chinese English as a foreign language secondary school writing literacy.- Evolution of writing assessment in Hong Kong secondary schools: Policy, practice, and implications for literacy development.- Developing thinking skills in English literacy instruction in Taiwanese secondary schools: Teachers’ perspectives.- Literacy skills education from the perspective of English as a Lingua Franca: A case study on Taiwanese students’ secondary English language education experience.- Teaching reading in the Macau secondary English classroom: Some critical issues to consider.- PART III: ENGLISH LITERACY INSTRUCTION FOR TERTIARY EDUCATION.- Critical investigation of intercultural communication instruction: Building mainland Chinese university students’ critical language awareness and intercultural literacy.- Innovating English literacy instruction: A writing center at a Chinese university.- Developing second language literacy: Taiwanese college students’ error types in focused feedback effectiveness.- Hong Kong college students’ perceptions of continuous assessment in the context of academic literacy instruction.- A longitudinal study of second language literacy instruction through assignment design at the university of Macau.- PART IV: EDUCATION POLICY TOWARDS ENGLISH LITERACY INSTRUCTION.- Language tug-of-war: When English literacy education encounters the national matriculation English test policy in mainland China.- The “biliterate and trilingual” policy in Hong Kong primary school education.- Moving towards content-integrated English literacy instruction in Taiwan: Perspectives from stakeholders.- An examination of language planning and policy: Implications for language and literacy education in the Macau education system.-CONCLUSION.- English foreign and second language literacy instruction in Chinese speaking Asia: Future directions and implications.
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