Teaching Chinese As a Foreign Language: Theories and Applications

Features
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.
Essay Topics
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)

Teaching Chinese as a Foreign Language
Introduction
ix
Michael E Everson and Yun Xiao

Section 1 Teaching Chinese in Context
1
Chapter 1 The Importance of Standards
3
Michael E Everson, University of Iowa

Chapter 2 Bringing Culture into the Chinese Language Classroom through Contextualized Performance
19
Matthew B Christensen, Brigham Young University

Chapter 3 Focusing on the Learner in the Chinese Language Classroom: Moving from "Talking the Talk" to "Walking the Walk"
35
Cynthia Ning, University of Hawaii at Manoa

Chapter 4 AP® Chinese Language and Culture: Pedagogical Implications and Applications
61
T Richard Chi, University of Utah

Section 2 Teacher Knowledge and Pedagogical Decisions
95
Chapter 5 Literacy Development in Chinese as a Foreign Language
97
Michael E Everson, University of Iowa

Chapter 6 Teaching Chinese Orthography and Discourse: Knowledge and Pedagogy
113
Yun Xiao, Bryant University

Chapter 7 Teaching Listening and Speaking: An Interactive Approach
131
Xiaohong Wen, University of Houston

Chapter 8 Technology in Chinese Language Teaching and Learning
151
Tianwei Xie, California State University, Long Beach, and Tao-chung Yao, University of Hawaii

Section 3 Challenges and Strategies for the American Classroom
175
Chapter 9 Teaching Chinese as a Heritage Language:Keys to Success
177
Yun Xiao, Bryant University

Chapter 10 Linking Curriculum, Assessment, and Professional Development: Challenges of a K-16 Articulated Program
195
Madeline K Spring, Arizona State University

Chapter 11 Understanding the Culture of American Schools, and Managing the Successful Chinese Language Classroom
237
Leslie Schrier, University of Iowa