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The Chinese language is now used by a quarter of the world’s population and is increasingly popular as a second language. Teaching Chinese Literacy in the Early Years comprehensively investigates the psychology, pedagogy and practice involved in teaching Chinese literacy to young children. This text not only explores the psycholinguistic and neuropsychological processing involved in learning Chinese literacy but also introduces useful teaching methods and effective practices relevant for teaching within early years and primary education. Key issues explored within this text include: The Psycholinguistics of Chinese Literacy Neuropsychological Understanding of Chinese Literacy The pedagogy of teaching Chinese as a first language The Pedagogy of Teaching Chinese as a second language Teaching Chinese literacy in early childhood settings Assessing Chinese Literacy Attainment in the Early Years With the addition of two reliable Chinese literacy scales, Teaching Chinese Literacy in the Early Years is an essential text for any student, lecturer or professional teacher who is interested in learning and teaching Chinese literacy.
This is one of two volumes by the same editors that explore historical, philosophical, and cultural perspectives on literacy in China. This volume focuses on English literacy in China, while the other volume is on Chinese literacy. In modern day China, English has enjoyed an increasingly important status in education, but not without challenges. The essays in this volume provide a comprehensive, cross-disciplinary look at changes in English literacy practices and literacy instruction in China from the first English school in the 19th century to recent curriculum reform efforts to modernize English instruction from basic education through higher education. Together, the essays address a wide array of topics, including early childhood English education, uses of information technology to teach English, and teaching English to Chinese minority students. This work is essential reading for those who want to expand their understanding of English literacy education in China.
Although Chinese societies have generally become striking as the classic over-achievers in international measures of academic performance, there has been no specialised publication exploring early childhood curriculum in Chinese contexts. Through this book, readers will learn more about how the Chinese context and culture collide with educators’ beliefs about the right activities for children and educators in early childhood settings. This book will be the first one of its kind to focus on early childhood curriculum in Chinese societies – from social context and culture to reforms and practices, and finally to the lessons that researchers, policymakers and practitioners could learn, as well as future directions. Is play valued? Are young children schooled earlier in Chinese societies? How do Chinese children learn in kindergartens? What is valued by Chinese educators when they implement early childhood curricula? How do Chinese teachers deliver early childhood curricula for their young children? Why were Chinese early childhood curricula implemented in these ways? Answers to these questions and more will be provided in this pioneering book.
This Fourth Edition of Language and Literacy in the Early Years has been fully revised and updated to reflect current professional interests and the latest developments in the field. The book provides comprehensive coverage of issues in language, literacy and learning, focusing on the age range from birth to seven years. New material covers theory of mind, key persons, and social and emotional dimensions of learning. The author added material on difficulties with language development, phonics and new literacies. Key terms, further reading and a revised layout make the book accessible to students. The author emphasizes the joy and creativity involved in supporting young children′s development as speakers, writers and readers. While taking account of current initiatives and programmes, the author supports flexible teaching methods in what is a complex teaching and learning process. The book is fully illustrated with examples and photos from early childhood settings. This book is essential reading for primary and early years students and practitioners in the field of language and literacy including nursery nurses, classroom assistants and foundation stage teachers.
The Routledge International Handbook of Early Literacy Education offers a pioneering overview of early literacy provision in different parts of the world and brings together interdisciplinary research evidence on effective literacy teaching to inform current and future practice and policy of early literacy. From the problem of identification of literacy difficulties in a particular learning context to supporting the provision of early literacy through digital media, the handbook deals with the major concerns and newest areas of interest in literacy research. With an international and future vision, it provides an accessible guide to the main debates and future trends in the global field of early literacy, and informs academics, policy-makers, practitioners, educators and students about innovative early literacy research methods and instruction. The three sections and 30 ground-breaking chapters reflect a conceptual framework of questions asked by scholars and educators interested in looking beyond traditional definitions of literacy. Part I provides contemporary insights collected by internationally renowned scholars on what literacy is, and what it can offer to young children in the twenty-first century. Part II is a collection of detailed portraits of 14 countries, regions or language communities, and focuses on early literacy provision, practice and policy from across the world. Part III outlines key interventions and research-endorsed practices designed to support home–school connections and children’s reading and writing skills, as well as vocabulary, phonological awareness and narrative abilities, with examples drawn from various home, school and community environments. All chapters promote discussion, critical analysis and questions for reflection and are written in jargon-free language in an easy-to use themed format. This handbook is an indispensable reference guide for practising teachers and student teachers, especially those undertaking postgraduate qualifications, as well as early literacy researchers, policy-makers and school-based literacy leaders.
This book provides an up-to-date account of relevant early childhood policy and practice in five Chinese societies: the People’s Republic of China or Mainland China, Hong Kong, Macao, Singapore, and Taiwan. It analyses how traditional Chinese values, Eastern and Western curricular approaches, and socio-political, economic, cultural and demographic changes influence current policies, services and practice. It addresses responses to global concerns about the excluded and disadvantaged, and about quality, and explains lessons from and for Chinese early childhood education. divThis book is the first English-language research-based review of early childhood education and the factors that affect it in different Chinese societies. It is particularly timely given the increased recognition of the importance of early childhood education for human capital development globally, and the international interest in understanding early education in Chinese societies.iv>
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.
The Routledge International Handbook of Visual-motor skills, Handwriting, and Spelling explores the potentially controversial field of early literacy education. It aims to offer scholars and practitioners an analysis of how and why handwriting skills benefit early literacy learning, especially spelling acquisition, and how this can enrich experiences for children and educators. Offering global perspectives from the field, the volume integrates current theories with up-to-date research and practice, revealing how we can best support children’s early literacy learning with handwriting and visual-motor skills interventions. Key topics covered include: The fundamentals of handwriting skills and literacy acquisition; Global literacy and spelling; Dysgraphia, handwriting difficulties, and dyslexia; Spelling and writing in the digital age; Home learning environment and spelling; Instruction and interventions for spelling and writing. This comprehensive survey will be essential reading for scholars and students of developmental psychology, education, and literacy research.
"Teaching Dual Language Learners is a practical guide to help early childhood educators understand the needs of and provide instruction for young dual language learners in their classroom"--
This book is a comparative study of how early childhood educational policies and initiatives in three countries—China, India, and the United States—have been utilized as both direct and indirect strategies for responding to fierce global economic competition. Human capital theory and cultural ecology theory serve as the conceptual framework for discussing how this has played out in each of the three countries. In addition, this book presents a discussion and analysis of how the beliefs, parents’ perspectives, and practices with regard to child-rearing and the education of young children have both changed and remained the same in response to forces of globalization.