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Teaching Chinese Literacy in the Early Years: Psychology, pedagogy and practice [Kõva köide]

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  • Formaat: Hardback, 268 pages, kõrgus x laius: 234x156 mm, kaal: 498 g, 56 Tables, black and white; 3 Line drawings, black and white; 101 Illustrations, black and white
  • Sari: Routledge Research in Language Education
  • Ilmumisaeg: 15-Sep-2014
  • Kirjastus: Routledge
  • ISBN-10: 0415841291
  • ISBN-13: 9780415841290
Teised raamatud teemal:
Teaching Chinese Literacy in the Early Years: Psychology, pedagogy and practiceSuurem pilt
  • Formaat: Hardback, 268 pages, kõrgus x laius: 234x156 mm, kaal: 498 g, 56 Tables, black and white; 3 Line drawings, black and white; 101 Illustrations, black and white
  • Sari: Routledge Research in Language Education
  • Ilmumisaeg: 15-Sep-2014
  • Kirjastus: Routledge
  • ISBN-10: 0415841291
  • ISBN-13: 9780415841290
Teised raamatud teemal:
Püsilink: https://www.kriso.ee/db/9780415841290.html
Märksõnad:
"The Chinese language is now used by a quarter of the worlds population and is increasingly popular as a second language. Teaching Chinese Literacy in the Early Years comprehensively investigates the psychology, pedagogy and practice involved in teachingChinese literacy to young children. This text not only explores the psycholinguistic and neuropsychological processing involved in learning Chinese literacy but also introduces useful teaching methods and effective practices relevant for teaching within early years and primary education.Key issues explored within this text include:The Psycholinguistics of Chinese Literacy Neuropsychological Understanding of Chinese LiteracyThe pedagogy of teaching Chinese as a first languageThe Pedagogy of Teaching Chinese as a second language Teaching Chinese literacy in early childhood settingsAssessing Chinese Literacy Attainment in the Early YearsWith the addition of two reliable Chinese literacy scales, Teaching Chinese Literacy in the Early Years is an essential text for any student, lecturer or professional teacher who is interested in learning and teaching Chinese literacy. "--

This volume represents a summary of Li’s work in the field of early Chinese literacy since 1997. One of the only writing systems of those developed before 3000 BC, the Chinese language is still evolving and expanding. Research has increased in recent decades as its use as a second language grows with increased trade. Key issues that Li explores are the psycholinguistics and neuropsychological understanding of literacy, pedagogy, and assessment of early literacy. There are six chapters: the psycholinguistics of Chinese literacy; the neuropsychological understanding of Chinese literacy; the pedagogy of teaching Chinese as a first language; the pedagogy of teaching Chinese as a second language; teaching Chinese literacy in early childhood settings; assessing Chinese literacy attainment in the early years. Annotation ©2015 Ringgold, Inc., Portland, OR (protoview.com)

The Chinese language is now used by a quarter of the world’s population and is increasingly popular as a second language.Teaching Chinese Literacy in the Early Years comprehensively investigates the psychology, pedagogy and practice involved in teaching Chinese literacy to young children.

This text not only explores the psycholinguistic and neuropsychological processing involved in learning Chinese literacy but also introduces useful teaching methods and effective practices relevant for teaching within early years and primary education.

Key issues explored within this text include:

  • The Psycholinguistics of Chinese Literacy

  • Neuropsychological Understanding of Chinese Literacy

  • The pedagogy of teaching Chinese as a first language

  • The Pedagogy of Teaching Chinese as a second language

  • Teaching Chinese literacy in early childhood settings

  • Assessing Chinese Literacy Attainment in the Early Years

With the addition of two reliable Chinese literacy scales, Teaching Chinese Literacy in the Early Yearsis an essential text for any student, lecturer or professional teacher who is interested in learning and teaching Chinese literacy.

Arvustused

Teaching Chinese literacy in the early years: Psychology, pedagogy and practice is a timely contribution to the internationally growing field of learning and teaching Chinese. How Chinese literacy is learned and taught is of great interest and importance to many, including scientists, students, teachers, teacher educators, and policymakers. There are very few academic publications in the English language that are devoted to understanding the psychology, pedagogy, and practice of Chinese literacy acquisition. Lis book has filled a large gap for the dissemination of contemporary research advancements and practical innovations in this field.

This book is the most systematic and critical review of the psycholinguistic features of Chinese language that I have ever read and demonstrates the authors solid background in this field. ...

In short, this book is an excellent resource for Chinese teachers, teacher educators, and researchers as it provides readers with an understanding of how Chinese literacy can be taught in the early years as L1 and L2.

-- Linda Tsung, The University of Sydney, in Frontiers of Education in China, Volume 10, Issue 4.

Acknowledgements ix
1 The psycholinguistics of Chinese literacy
1(24)
Chinese characters
1(5)
Chinese literacy
6(3)
Modeling Chinese literacy
9(5)
Acquiring Chinese literacy
14(11)
2 The neuropsychological understanding of Chinese literacy
25(20)
Themes and topics in Chinese reading studies
25(4)
Neuropsychological understanding of Chinese reading
29(8)
Neuropsychological understanding of Chinese writing
37(8)
3 The pedagogy of teaching Chinese as a first language
45(22)
Reading readiness versus emergent literacy
45(3)
Phonics versus a whole language approach
48(3)
Chinese traditional versus Western progressive pedagogies
51(5)
The best Chinese literacy pedagogy
56(5)
Story-based project approach
61(6)
4 The pedagogy of teaching Chinese as a second language
67(19)
Learning Chinese as L2 rather than L1
67(4)
Teaching Chinese as L2
71(4)
The TPR approach to Chinese literacy
75(6)
Common pedagogies shared by L1 and L2 classrooms
81(5)
5 Teaching Chinese literacy in early childhood settings
86(32)
The practice of Chinese literacy teaching in mainland China
86(4)
The practice of Chinese literacy teaching in Hong Kong
90(4)
The practice of Chinese literacy teaching in Singapore
94(3)
Three gaps observed in China, Hong Kong and Singapore
97(9)
The Story Approach to Integrated Learning (SAIL)
106(7)
Appendix to chapter 5: SAIL example: five-day learning activities
113(5)
6 Assessing Chinese literacy attainment in the early years
118(15)
Summative versus formative assessment
118(4)
Preschool and Primary Chinese Literacy Scale (PPCLS)
122(4)
Primary Chinese Reading Literacy Scale (PCRLS)
126(7)
Appendix 1 Preschool and Primary Chinese Literacy Scale (PPCLS) 133(2)
Appendix 1A Preschool and Primary Chinese Literacy Scale Manual 135(8)
Appendix 1B Preschool and Primary Chinese Literacy Scale -- Test A 143(26)
Appendix 1C Preschool and Primary Chinese Literacy Scale -- Test B 169(21)
Appendix 1D Preschool and Primary Chinese Literacy Scale -- Test C 190(6)
Appendix 1E Preschool and Primary Chinese Literacy Scale -- Test D 196(11)
Appendix 1F Preschool and Primary Chinese Literacy Scale Record Form 207(6)
Appendix 2 Primary Chinese Reading Literacy Scale (PCRLS) 213(13)
References 226(25)
Index 251
Hui Li is Associate Professor of Early Childhood Education at the University of Hong Kong.