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English literacy instruction for Chi...

Reynolds, Barry Lee.

English literacy instruction for Chinese speakers

Record Type:	Electronic resources : Monograph/item
Title/Author:	English literacy instruction for Chinese speakersedited by Barry Lee Reynolds, Mark Feng Teng.
other author:	Reynolds, Barry Lee.
Published:	Singapore :Springer Singapore :2019.
Description:	xxxvi, 382 p. :ill., digital ;24 cm.
Contained By:	Springer eBooks
Subject:	English languageStudy and teaching
Online resource:	https://doi.org/10.1007/978-981-13-6653-6
ISBN:	9789811366536$q(electronic bk.)

English literacy instruction for Chinese speakers
English literacy instruction for Chinese speakers[electronic resource] /edited by Barry Lee Reynolds, Mark Feng Teng. - Singapore :Springer Singapore :2019. - xxxvi, 382 p. :ill., digital ;24 cm.

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.

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.

ISBN: 9789811366536$q(electronic bk.)

Standard No.: 10.1007/978-981-13-6653-6doiSubjects--Topical Terms:

221922
English language
--Study and teaching

LC Class. No.: PE1068.C6 / E545 2019

Dewey Class. No.: 428.0071051

English literacy instruction for Chinese speakers
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505 0 $a 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.
520 $a 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.
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