Teaching Chinese Language in the International School Context

• Record Nr.: UNINA9910768161603321
• Autore: Hong Jia-Fei
• Pubbl/distr/stampa: Singapore : , : Springer Singapore Pte. Limited, , 2024; ©2023
• ISBN: 9789819963768; 9819963761
• Edizione: [1st ed.]
• Descrizione fisica: 1 online resource (218 pages)
• Collana: Chinese Language Learning Sciences Series
• Altri autori (Persone): ShiZhongmou
• Soggetti: Xinès; Ensenyament de llengües estrangeres; Llibres electrònics
• Lingua di pubblicazione: Inglese
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Nota di contenuto: Intro -- Contents -- 1 Introduction -- References -- Part I Explorations in IB Program and Curriculum -- 2 How an IBDP Chinese Program is Born -- 2.1 Research Background -- 2.2 Research Context -- 2.3 Research Purpose and Questions -- 2.4 Literature Review -- 2.4.1 Language-In-Education Planning -- 2.4.2 Language Planning Orientation Theory -- 2.4.3 International Schools -- 2.4.4 The IBDP Curriculum -- 2.5 Research Method -- 2.6 Results and Discussions -- 2.7 Conclusion -- References -- 3 Applying Didactics and Inquiry Method in International Baccalaureate Diploma Programme Language A Chinese Curriculum: From Theory to Practice -- 3.1 Concept-Based Learning -- 3.2 An Inquiry Approach: Constructivism and Inquiry-Based Learning -- 3.3 Complementarity: A Teaching Approach Combining Primarily Inquiry-Based Instructions and Secondarily Didactic Instructions -- 3.4 Conclusion -- Appendix -- Inquiry Question -- References -- 4 Teaching Boule de Suif in IB MYP Chinese Language and Literature -- 4.1 Introduction -- 4.2 Theory and Literature Review -- 4.3 How the Course Was Designed: Details of Unit Planner -- 4.4 Put into Practice -- 4.5 Reflection and Future Research -- Inquiry Questions -- References -- Part II Chinese Teaching and Learning in International Schools -- 5 Pedagogical Issues of Collaborative ; Teaching in "Learning Communities": An Exploratory Study of Co-teaching Chinese -- 5.1 Introduction -- 5.2 Literature Review -- 5.3 Methodology -- 5.4 Findings and Interpretation -- 5.5 Discussion and Conclusion -- References -- 6 Dynamic Enrichment Learning Mode: A New Way to Facilitate the Learning of Chinese as a Second Language in the Mainstream Curriculum -- 6.1 Introduction -- 6.2 Literature Review -- 6.2.1 Pull-Out Approach -- 6.2.2 Immersion Approach -- 6.2.3 Immersion: The Situation in Hong Kong.; 6.2.4 Challenges and Difficulties Faced by Young Learners of CSL in Hong Kong -- 6.3 Dynamic Enrichment Learning Mode (DELM) -- 6.4 Theoretical Framework of DELM -- 6.4.1 Input and Output -- 6.4.2 Interaction and Scaffolding -- 6.4.3 Progression of Learning Materials -- 6.4.4 Integrative Perceptual Approach Learning Chinese Characters and Vocabulary Items -- 6.5 The Dynamics of DELM -- 6.5.1 The Dynamics of Educational Programme Settings -- 6.5.2 The Dynamics of Integrated Curriculum -- 6.5.3 The Dynamics of Learning Progressions Catering for Learning Diversity -- 6.6 Design of Teaching and Learning Materials and Tasks Typically Used in DELM Classes -- 6.7 Methodology -- 6.7.1 Participants -- 6.7.2 Intervention -- 6.7.3 Measures Used in the Study -- 6.7.4 Teacher Interviews -- 6.7.5 Data Analyses -- 6.8 Results -- 6.8.1 Interview Results Analysis -- 6.9 Discussion -- 6.9.1 Improvements in Character Recognition and Naming -- 6.9.2 Improvements in Vocabulary Size -- 6.9.3 Improvements in Speaking Skills -- 6.10 Conclusion -- References -- 7 Integrating Digital Multimodal Composition (DMC) into Chinese Language Teaching -- 7.1 Introduction -- 7.2 Literature Review -- 7.2.1 Core Concepts -- 7.2.2 DMC in Chinese Language Teaching: The New Normal -- 7.2.3 DMC for Inquiry-Based Learning -- 7.3 Three DMC Projects -- 7.3.1 Concrete Poetry -- 7.3.2 Emoji Retelling -- 7.3.3 Video Essay -- 7.4 Discussion -- 7.5 Implications -- 7.6 Future Research -- References -- 8 Flexible Acculturation and Identity Transformation in L1-L2 Chinese Language Teachers in Hong Kong International Schools -- 8.1 Introduction -- 8.2 Literature Review -- 8.2.1 Acculturation -- 8.2.2 Flexible Acculturation -- 8.2.3 Teacher Identity -- 8.2.4 Theoretical Framework -- 8.3 Methodology -- 8.3.1 Data Collection -- 8.3.2 Participants -- 8.3.3 Data Analysis -- 8.4 Findings.; 8.4.1 Managing conflicts and Struggles in Early Stages of L2 Teaching -- 8.4.2 Making Sense of the Two Subject Areas of Chinese Language Teaching -- 8.4.3 Reshaping Professional Identities in International Schools -- 8.5 Concluding Remarks and Implications -- References -- 9 Teaching Chinese Pinyin in International Schools (Primary Section) in Hong Kong -- 9.1 Introduction -- 9.1.1 International Schools in Hong Kong -- 9.1.2 Putonghua and Pinyin Teaching in the Hong Kong Context -- 9.2 Research Methods -- 9.2.1 An Online Survey -- 9.2.2 Interviews with Three Chinese Teachers -- 9.3 Results of the Survey -- 9.3.1 General Background Information -- 9.3.2 An Overview of the Chinese Language Subject in International Schools -- 9.3.3 Pinyin Teaching, Learning, and Applications in International Schools -- 9.4 Results of the Interviews -- 9.4.1 Basic Information -- 9.4.2 Curriculum and Syllabus -- 9.4.3 Views and Experience Sharing on Pinyin Teaching -- 9.5 General Discussions and Conclusions -- 9.6 Reflection Questions -- References -- 10 Teaching Chinese to L2 Preschoolers Through Children's Songs: The Cases of Mandarin and Cantonese -- 10.1 Introduction -- 10.2 Mandarin and Cantonese Tone Systems -- 10.3 Tone Perception Development of Preschoolers -- 10.4 A Closer Look at Tone-Melody Relationships -- 10.5 Issues Concerning Tone-Melody Matching in Children's Songs in the CSL ; Context -- 10.5.1 Teaching Mandarin Through Children's Songs -- 10.5.2 Teaching Cantonese Through Children's Songs -- 10.6 Applying the Tone-Melody Matching Principle to CSL Curriculum Development -- 10.7 Discussion -- 10.8 Conclusion -- References -- Part III Assessment of Chinese Learning Outcomes -- 11 Integrating Concept-Based Learning into Writing Assessment in Chinese as a Second Language: An Exploration of Students' Perspective -- 11.1 Introduction -- 11.2 Literature Review.; 11.2.1 Concept-Based Learning and Teaching -- 11.2.2 Study Context -- 11.2.3 Conceptual Framework -- 11.3 Methodology -- 11.3.1 Introspective Methods for Investigating Processes During Task Performance -- 11.3.2 Think-Aloud Protocol (TAP) -- 11.3.3 Combining Think-Aloud and Stimulated Recall -- 11.3.4 Participants -- 11.3.5 Writing Task -- 11.3.6 Procedure -- 11.3.7 Coding and Data Analysis -- 11.4 Findings -- 11.4.1 Audience -- 11.4.2 Context -- 11.4.3 Purpose -- 11.4.4 Demonstration of Conceptual Understanding Constrained by Language Proficiency -- 11.5 Discussion and Conclusion -- 11.6 Reflective Questions -- Appendix 1: Writing Task for the Think Aloud Protocol (TAP) -- References -- 12 Measuring Chinese Reading Comprehension Online with SmartReading Diagnostic Assessment of Chinese Competence in International School Learners -- 12.1 Introduction -- 12.1.1 Reading Literacy -- 12.1.2 Reading Assessment -- 12.1.3 SmartReading Platform -- 12.1.4 IB -- 12.2 Research Questions -- 12.3 Research Methods -- 12.3.1 Participants -- 12.3.2 Instrument -- 12.3.3 Data Analysis -- 12.4 Discussion -- Inquiry Questions -- References.
• Sommario/riassunto: This book explores the intricacies of teaching Chinese as a second language within international school contexts. It delves into various themes such as the mechanisms of language acquisition, the impact of cultural influences, and the application of technology in language education. The book also addresses the design of teaching materials and strategies, teacher training, and assessment methods. Drawing from fields like linguistics, psychology, and information technology, the editors provide a comprehensive view of Chinese language education. It is intended for educators, researchers, and policymakers interested in enhancing Chinese language learning and teaching methodologies.