By Jiening Ruan, Jie Zhang, Cynthia B. Leung
This ebook deals old, philosophical, and sociocultural views on chinese schooling for audio system of alternative languages with a distinct concentrate on chinese schooling within the usa. It offers a accomplished, cross-disciplinary examine adjustments in CFL/CSL schooling through the years in China and the U.S. and the philosophical, political and sociocultural affects that ended in those alterations. The essays handle a big selection of subject matters on the topic of chinese schooling, together with:
A ancient review of the field
Theories that observe to CFL/CSL learning
Policies and tasks for CFL/CSL through the chinese language and U.S. governments
Medium of instruction
Curriculum and guideline for CFL/CSL beginners at K-12 and school levels
Technology for CFL/CSL education
Chinese language studying for background learners
CFL in learn in another country contexts
CFL instructor schooling and training
This paintings is vital analyzing for students and scholars drawn to gaining a better realizing of chinese schooling within the international locations and round the world.
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Extra info for Chinese Language Education in the United States
It is important to note that this chapter does not address the teaching of Chinese as a heritage language due to space limitations. Readers interested in the teaching and learning of Chinese as a heritage language in the United States can refer to chapter “The Teaching of Chinese to Heritage Language Learners at the Postsecondary Level” in this volume for an in-depth coverage of the topic. 1 17 Period One: The Beginning Years (1871–1940) The first period of CFL education started in 1871 and lasted until the outbreak of World War II (Tsu 1970).
18 W. Wang and J. Ruan Until the beginning of World War II, CFL education in the United States was limited to very few universities. Early learners of Chinese were mostly Christian missionaries or serious minded people who wanted to be sinologists, and the number of students they served was small (Tsu 1970). CFL teaching in this period used the grammar translation method and focused on reading and mastery of the grammar of ancient literary Chinese (Liu and Liu 1990; Zhang 2009). There were not many CFL learners, though, because CFL was mainly designed to prepare missionaries (Liu and Liu 1990).
Foreign Language Annals, 44(2), 258–288. , & Morgan, B. (2007). TESOL and policy enactment: Perspectives from practice. TESOL Quarterly, 41(3), 147–463. Ricento, T. , & Hornberger, N. (1996). Unpeeling the onion: Language planning and policy and the ELT professional. TESOL Quarterly, 30(3), 401–427. Ringrose, D. R. (2014). Western visions of the Far East in a transpacific age (book review). Itinerario, 38(1), 161–162. org/abstract_S0165115314000163 Robelen, E. W. (2010). Chinese aid boosts Mandarin-language instruction.
Chinese Language Education in the United States by Jiening Ruan, Jie Zhang, Cynthia B. Leung