This collection addresses the current lack of literature specifically aimed at supporting Chinese language teachers. It will be useful for PGCE Mandarin students, teacher trainers and those involved in the development of Mandarin Chinese in schools across the UK and further afield.

Although there is an extensive literature on the teaching of English as a Second or Other Language, there is very little published research on the teaching or learning of Chinese in similar contexts. This book is the first to bring together research into the teaching and learning of Chinese as a foreign language to non-native speakers, as a second language to minority groups and as a heritage/community language in the diaspora.The volume showcases the contribution of researchers working in such areas as language teaching and learning, policy development, language assessment, language development, bilingualism, all within the context of Chinese as a Second or Other Language. This is an exciting extension of teaching research beyond the traditional TESOL field and with be of interest to researchers and practitioners working in applied linguistics and Chinese language education worldwide.

This book discusses multiple aspects of Chinese dual language immersion (DLI) programs, with a focus on the controversial Utah model. The first part of the book focuses on the parents, teachers, and school administrators. It looks at the perceptions of the three groups toward the Utah model, how they build a supportive DLI classroom with an emphasis on teacher–teacher and teacher–parent communication, and how the teachers position themselves in teaching through their teacher identities. The second part of the book emphasizes classroom research and explores teaching and learning strategies, corrective feedback and learner uptake and repair, translanguaging in authentic teacher–student interaction, and Chinese-character teaching. As the first DLI book to include a non-alphabetical language, Chinese, it addresses the need for more research on DLI programs of languages other than Spanish. The book will benefit not only Chinese DLI educators and administrators in the US, but will also offer some useful suggestions and thoughts to educators and administrators of similar programs worldwide.

New York Times Book Review Editor’s Choice; Real Simple Best of the Month; Library Journal Editors’ Pick In the spirit of Battle Hymn of the Tiger Mother, Bringing up Bébé, and The Smartest Kids in the World, a hard-hitting exploration of China’s widely acclaimed yet insular education system that raises important questions for the future of American parenting and education When students in Shanghai rose to the top of international rankings in 2009, Americans feared that they were being "out-educated" by the rising super power. An American journalist of Chinese descent raising a young family in Shanghai, Lenora Chu noticed how well-behaved Chinese children were compared to her boisterous toddler. How did the Chinese create their academic super-achievers? Would their little boy benefit from Chinese school? Chu and her husband decided to enroll three-year-old Rainer in China’s state-run public school system. The results were positive—her son quickly settled down, became fluent in Mandarin, and enjoyed his friends—but she also began to notice troubling new behaviors. Wondering what was happening behind closed classroom doors, she embarked on an exploratory journey, interviewing Chinese parents, teachers, and education professors, and following students at all stages of their education. What she discovered is a military-like education system driven by high-stakes testing, with teachers posting rankings in public, using bribes to reward students who comply, and shaming to isolate those who do not. At the same time, she uncovered a years-long desire by government to alleviate its students’ crushing academic burden and make education friendlier for all. The more she learns, the more she wonders: Are Chinese children—and her son—paying too high a price for their obedience and the promise of future academic prowess? Is there a way to appropriate the excellence of the system but dispense with the bad? What, if anything, could Westerners learn from China’s education journey? Chu’s eye-opening investigation challenges our assumptions and asks us to consider the true value and purpose of education.

The potential to integrate augmented reality into educational settings has led to the development of myriad programs for implementing these transformative technologies into education. However, the transformative learning processes possible for learners can best be developed through integration in immersive virtual learning environments. The integration of augmented reality (AR) technologies into education involves matching the potential of AR with the most effective instructional model for immersing learners in the learning process. With current research focused heavily on blended or online learning, augmented reality fits right into the new technologies and trends that are being developed and utilized on a consistent basis. There is a need for research that provides detailed curriculum guides, templates for designing virtual worlds, evaluation processes, and immersive learning procedures that can be utilized to provide the best educational environment for student success. Implementing Augmented Reality Into Immersive Virtual Learning Environments provides current research for the integration of transformative new technologies into multiple educational settings. Examining the why, what, and how of integrating augmented reality into immersive virtual learning technologies, this book covers various educational settings, such as nursing education, sports coaching, language education, and more. While highlighting the benefits for virtual reality, its role in remote learning, the logistics of simulation, and branches of it such as gamification, this book is ideally intended for teachers, school administrators, teacher educators, practitioners, IT specialists, educational software developers, researchers, academicians, and students interested in integrating augmented reality in educational programs.

Teachers of Chinese as a foreign language in many international contexts are searching for pedagogic solutions to promote effective learning. Models of innovative and successful approaches are urgently needed. This volume presents a collection of compelling and empirically rich research studies that showcases innovative developments in the practice of teaching Chinese as a foreign language. The studies focus on three interrelated areas: learners, teachers, and applications of new technologies. Specifically, the studies explore methods for fostering learner-centred classrooms, autonomous learners, intercultural learning, the role of teacher views and identities, the nature of a ‘middle ground’ approach, and technologies that accommodate the unique aspects of the Chinese language, with new options for mobile and interactive learners. Providing both inspiration and practical models for language practitioners and researchers, it offers a vital resource for teachers’ professional development, and for pre-service teacher education.

David's teacher has her hands full. From running in the halls to chewing gum in class, David's high-energy antics fill each schoolday with trouble-and are sure to bring a smile to even the best-behaved reader.

Reinforce your written Chinese with this practice book for the best-selling Tuttle Learning Chinese Characters. Learning Mandarin Chinese Characters helps students quickly learn the essential Chinese characters that are fundamental to the language. This character workbook presents 178 Chinese characters and over 534 standard words using these characters. It is intended for self-study and classroom use and includes the characters and words students need to know if they plan to take the official Chinese government HSK Level 1 Exam or the Advanced Placement (AP) Chinese Language and Culture Exam. Each character is presented plainly and transparently. A step-by-step diagram shows how to write the character, and boxes are provided for freehand writing practice. The meaning and pronunciation are given along with the critical vocabulary compounds and an example sentence. Review exercises reinforce the learning process, and an index at the back allows you to look up the characters according to their English meanings or romanized Hanyu Pinyin pronunciation. Key features of this Chinese workbook include: Designed for HSK Level 1 and AP exam prep Learn the 178 most essential Chinese characters Example sentences and over 534 vocabulary items Step-by-step writing diagrams and practice boxes

The Routledge Handbook of Chinese Language Teaching defines Chinese language teaching in a pedagogical, historical, and contemporary context. Throughout the volume, teaching methods are discussed, including the traditional China-based approach, and Western methods such as communicative teaching and the immersion program. The Handbook also presents a pedagogical model covering pronunciation, tones, characters, vocabulary, grammar, and the teaching of listening, speaking, reading, and writing. The remaining chapters explore topics of language assessment, technology enhanced instruction, teaching materials and resources, Chinese for specific purposes, classroom implementation, social contexts of language teaching and language teaching policies, and pragmatics and culture. Ideal for scholars and researchers of Chinese language teaching, the Handbook will benefit educators and teacher training programs. This is the first comprehensive volume exploring the growing area of Chinese language pedagogy.