Teaching Chinese Literacy in the Early Years: Psychology, pedagogy and practice

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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 YearsWith 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.

FORMATHardcover LANGUAGEEnglish CONDITIONBrand New Author Biography

Hui Li is Associate Professor of Early Childhood Education at the University of Hong Kong.

Table of Contents

1. The Psycholinguistics of Chinese Literacy 2. Neuropsychological Understanding of Chinese Literacy 3. The pedagogy of teaching Chinese as a first language 4. The Pedagogy of Teaching Chinese as a second language 5. Teaching Chinese literacy in early childhood settings 6. Assessing Chinese Literacy Attainment in the Early Years 7. Appendices

Review

Teaching Chinese literacy in the early years: Psychology, pedagogy and practice is a timely contribution to the internationally growing field of learning and teaching Chinese. How Chinese literacy is learned and taught is of great interest and importance to many, including scientists, students, teachers, teacher educators, and policymakers. There are very few academic publications in the English language that are devoted to understanding the psychology, pedagogy, and practice of Chinese literacy acquisition. Li's book has filled a large gap for the dissemination of contemporary research advancements and practical innovations in this field. This book is the most systematic and critical review of the psycholinguistic features of Chinese language that I have ever read and demonstrates the author's solid background in this field. ... In short, this book is an excellent resource for Chinese teachers, teacher educators, and researchers as it provides readers with an understanding of how Chinese literacy can be taught in the early years as L1 and L2.-- Linda Tsung, The University of Sydney, in Frontiers of Education in China, Volume 10, Issue 4.

Review Quote

Teaching Chinese literacy in the early years: Psychology, pedagogy and practiceis a timely contribution to the internationally growing field of learning and teaching Chinese. How Chinese literacy is learned and taught is of great interest and importance to many, including scientists, students, teachers, teacher educators, and policymakers. There are very few academic publications in the English language that are devoted to understanding the psychology, pedagogy, and practice of Chinese literacy acquisition. Li's book has filled a large gap for the dissemination of contemporary research advancements and practical innovations in this field. This book is the most systematic and critical review of the psycholinguistic features of Chinese language that I have ever read and demonstrates the author's solid background in this field. ... In short, this book is an excellent resource for Chinese teachers, teacher educators, and researchers as it provides readers with an understanding of how Chinese literacy can be taught in the early years as L1 and L2. -- Linda Tsung, The University of Sydney, in Frontiers of Education in China, Volume 10, Issue 4. teacher educators, and researchers as it provides readers with an understanding of how Chinese literacy can be taught in the early years as L1 and L2. -- Linda Tsung, The University of Sydney, in Frontiers of Education in China, Volume 10, Issue 4.

Details ISBN0415841291 Author Hui Li Language English ISBN-10 0415841291 ISBN-13 9780415841290 Media Book Format Hardcover Affiliation National Research Council Canada, Vancouver, Canada Year 2014 Imprint Routledge Place of Publication London Country of Publication United Kingdom DEWEY 372.65951044 Birth 1977 Short Title TEACHING CHINESE LITERACY IN E Subtitle Psychology, pedagogy and practice Publication Date 2014-09-15 UK Release Date 2014-09-15 AU Release Date 2014-09-15 NZ Release Date 2014-09-15 Illustrations 56 Tables, black and white; 3 Line drawings, black and white; 101 Illustrations, black and white Pages 268 Publisher Taylor & Francis Ltd Alternative 9781138580152 Audience Tertiary & Higher Education Series Routledge Research in Language Education We've got this

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