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010   $a9783030049874
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024 7 $a10.1007/978-3-030-04987-4
035   $a(CKB)4100000007463616
035   $a(MiAaPQ)EBC5637227
035   $a(DE-He213)978-3-030-04987-4
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035   $a(EXLCZ)994100000007463616
100   $a20190116d2019      u|         0
101 0 $aeng
135   $aurcnu||||||||
181   $ctxt$2rdacontent
182   $cc$2rdamedia
183   $acr$2rdacarrier
200 10$aChinese Literacy Learning in an Immersion Program /$fby Chan Lü
205   $a1st ed. 2019.
210  1$aCham :$cSpringer International Publishing :$cImprint: Palgrave Macmillan,$d2019.
215   $a1 online resource (263 pages)
311 08$a9783030049867 
311 08$a3030049868 
327   $aChapter 1: Introduction -- Chapter 2: One-way Immersion and Mandarin Immersion in the United States -- Chapter 3: Theoretical framework, literature review, and the current project -- Chapter 4: Pacific Elementary School -- Chapter 5: Chinese language, orthography, and learning to read -- Chapter 6: Properties of School Chinese -- Chapter 7: Oral language, phonological awareness, word reading and passage reading comprehension in Grade 2 -- Chapter 8: Morphological awareness, vocabulary knowledge, lexical inference and text comprehension in Chinese in Grade 3 -- Chapter 9: Implications for Chinese literacy learning and instruction in Chinese OWI programs: A proposal -- Chapter 10: Recommendation for program-level practices and future research agenda.
330   $aThis book examines one-way foreign language immersion education in the United States. It provides a clear and rich description of a Chinese (Mandarin) immersion program, its curriculum, instructional materials, assessment activities, parental involvement and student outcomes. The author analyses two studies that document the development of the students' reading skills in English and Chinese, and the progress of their vocabulary knowledge, lexical inference, and reading comprehension in Chinese. In addition, this book contextualizes the program in its eco-system, including its neighbourhood, school, and the school district, and discusses the importance of school leadership, parental involvement, neighbourhood support and language acquisition planning in making an innovative school program successful. Its concluding chapters offer recommendations for program- and classroom-level practices and suggest pathways for future research on biliteracy learning in Chinese one-way immersion programs. This book will appeal in particular to students and scholars of applied linguistics, second language acquisition and language education. Chan Lü is Assistant Professor of Chinese Language and Linguistics in Department of Asian Languages and Literature at the University of Washington, USA.
606   $aAsia$xLanguages
606   $aGermanic languages
606   $aApplied linguistics
606   $aLanguage and languages$xStudy and teaching
606   $aMultilingualism
606   $aAsian Languages
606   $aGermanic Languages
606   $aApplied Linguistics
606   $aLanguage Education
606   $aMultilingualism
615  0$aAsia$xLanguages.
615  0$aGermanic languages.
615  0$aApplied linguistics.
615  0$aLanguage and languages$xStudy and teaching.
615  0$aMultilingualism.
615 14$aAsian Languages.
615 24$aGermanic Languages.
615 24$aApplied Linguistics.
615 24$aLanguage Education.
615 24$aMultilingualism.
676   $a495.107073
676   $a495.180071073
700   $aLü$b Chan$4aut$4http://id.loc.gov/vocabulary/relators/aut$01061613
906   $aBOOK
912   $a9910337712903321
996   $aChinese Literacy Learning in an Immersion Program$92519359
997   $aUNINA