Just as the demand for Chinese language programs is growing across North America, schools are facing a shortage of trained teachers and a host of challenges. How can teachers meet the needs of a complex classroom filled with both Chinese heritage learners and those completely new to Chinese? How can Chinese teachers from diverse backgrounds adapt to a North American teaching environment and expectations?
Designed for teachers of Chinese at all levels, this groundbreaking Second Edition has been fully updated and revised with information to help teachers create strong, sustainable K-16 Chinese language programs. This collection of essays blends an emphasis on strong theoretical training with class-tested models and examples from leaders in the Chinese language teaching field.
Perfect as a course book for all teacher training environments, including pre-service and in- service, certification programs, Master’s degree programs, summer institutes, and workshops.
Contains just the right blend of theory and practice - includes relevant theories as well as hands- on classroom methods, examples, and innovations.
Addresses not only how to teach the language, but also how to create and sustain a sequenced, articulated curriculum - especially relevant as the demand for new Chinese programs continues to rise.
Stresses application of both national standards and Chinese language standards.
By taking an issues approach as well as highlighting specific techniques and principles that will guide Chinese language teachers in making appropriate decisions in their classrooms, this book is an indispensible resource for all teachers who strive for excellence in the Chinese language classroom.
The Importance of Standards (Michael E. Everson, University of Iowa)
Bringing Culture into the Chinese Language Classroom through Contextualized Performance (Matthew Christensen, Brigham Young University)
Focusing on the Learner in the Chinese Language Classroom: Moving from 'Talking the Talk to 'Walking the Walk' (Cynthia Ning, University of Hawaii)
AP® Chinese Language and Culture: Pedagogical Implications and Applications (T. Richard Chi, University of Utah)
Literacy Development in Chinese as a Foreign Language (Michael E. Everson, University of Iowa)
Teaching Chinese Orthography and Discourse: Knowledge and Pedagogy (Yun Xiao, Bryant University)
Teaching Listening and Speaking: An Interactive Approach (Xiaohong Wen, University of Houston)
Technology in Chinese Language Teaching and Learning (Tianwei Xie, California State University, Long Beach, and Tao-chung Yao, University of Hawaii)
Teaching Chinese as a Heritage Language: Keys to Success (Yun Xiao, Bryant University)
Linking Curriculum, Assessment, and Professional Development: Articulation in Chinese Flagship Programs (Madeline K. Spring, Arizona State University)
Understanding the Culture of American Schools, and Managing the Successful Chinese Language Classroom (Leslie Schrier, University of Iowa)