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001484467 001__ 1484467
001484467 003__ OCoLC
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001484467 019__ $$a1411277637
001484467 020__ $$a9789819963768
001484467 020__ $$a9819963761
001484467 020__ $$z9819963753
001484467 020__ $$z9789819963751
001484467 0247_ $$a10.1007/978-981-99-6376-8$$2doi
001484467 035__ $$aSP(OCoLC)1411309036
001484467 040__ $$aEBLCP$$beng$$cEBLCP$$dYDX$$dGW5XE$$dOCLCO
001484467 049__ $$aISEA
001484467 050_4 $$aPL1065
001484467 08204 $$a495.107$$223/eng/20231214
001484467 24500 $$aTeaching Chinese language in the international school context /$$cJia-Fei Hong, Chung-Mou SI, editors.
001484467 260__ $$aSingapore :$$bSpringer Singapore Pte. Limited,$$c2023.
001484467 300__ $$a1 online resource (vi, 218 pages) :$$billustrations (chiefly color).
001484467 4901_ $$aChinese Language Learning Sciences Series
001484467 500__ $$aDescription based upon print version of record.
001484467 5058_ $$aIntro -- Contents -- 1 Introduction -- References -- Part I Explorations in IB Program and Curriculum -- 2 How an IBDP Chinese Program is Born -- 2.1 Research Background -- 2.2 Research Context -- 2.3 Research Purpose and Questions -- 2.4 Literature Review -- 2.4.1 Language-In-Education Planning -- 2.4.2 Language Planning Orientation Theory -- 2.4.3 International Schools -- 2.4.4 The IBDP Curriculum -- 2.5 Research Method -- 2.6 Results and Discussions -- 2.7 Conclusion -- References
001484467 5058_ $$a3 Applying Didactics and Inquiry Method in International Baccalaureate Diploma Programme Language A Chinese Curriculum: From Theory to Practice -- 3.1 Concept-Based Learning -- 3.2 An Inquiry Approach: Constructivism and Inquiry-Based Learning -- 3.3 Complementarity: A Teaching Approach Combining Primarily Inquiry-Based Instructions and Secondarily Didactic Instructions -- 3.4 Conclusion -- Appendix -- Inquiry Question -- References -- 4 Teaching Boule de Suif in IB MYP Chinese Language and Literature -- 4.1 Introduction -- 4.2 Theory and Literature Review
001484467 5058_ $$a4.3 How the Course Was Designed: Details of Unit Planner -- 4.4 Put into Practice -- 4.5 Reflection and Future Research -- Inquiry Questions -- References -- Part II Chinese Teaching and Learning in International Schools -- 5 Pedagogical Issues of Collaborative Teaching in "Learning Communities": An Exploratory Study of Co-teaching Chinese -- 5.1 Introduction -- 5.2 Literature Review -- 5.3 Methodology -- 5.4 Findings and Interpretation -- 5.5 Discussion and Conclusion -- References
001484467 5058_ $$a6 Dynamic Enrichment Learning Mode: A New Way to Facilitate the Learning of Chinese as a Second Language in the Mainstream Curriculum -- 6.1 Introduction -- 6.2 Literature Review -- 6.2.1 Pull-Out Approach -- 6.2.2 Immersion Approach -- 6.2.3 Immersion: The Situation in Hong Kong -- 6.2.4 Challenges and Difficulties Faced by Young Learners of CSL in Hong Kong -- 6.3 Dynamic Enrichment Learning Mode (DELM) -- 6.4 Theoretical Framework of DELM -- 6.4.1 Input and Output -- 6.4.2 Interaction and Scaffolding -- 6.4.3 Progression of Learning Materials
001484467 5058_ $$a6.4.4 Integrative Perceptual Approach Learning Chinese Characters and Vocabulary Items -- 6.5 The Dynamics of DELM -- 6.5.1 The Dynamics of Educational Programme Settings -- 6.5.2 The Dynamics of Integrated Curriculum -- 6.5.3 The Dynamics of Learning Progressions Catering for Learning Diversity -- 6.6 Design of Teaching and Learning Materials and Tasks Typically Used in DELM Classes -- 6.7 Methodology -- 6.7.1 Participants -- 6.7.2 Intervention -- 6.7.3 Measures Used in the Study -- 6.7.4 Teacher Interviews -- 6.7.5 Data Analyses -- 6.8 Results -- 6.8.1 Interview Results Analysis -- 6.9 Discussion
001484467 506__ $$aAccess limited to authorized users.
001484467 520__ $$aThis book explores the learning and teaching of K-12 Chinese language in international schools. The authors of this book are scholars from teaching training institutions and universities, as well as professional frontline teachers. With a combination of the works and insights from both perspectives of theory and practice, the book presents how theories of teaching can be operated in classroom to improve the effectiveness of language teaching. It covers curriculum setting, design of teaching materials, teaching principles, methods, strategies, and evaluation. The book also discusses issues and concepts such as concept-driven learning, identity change and recognition of L1 and L2 Chinese teacher, pinyin teaching, Chinese character teaching, evaluation for learning improvement, and integration of South Asian non-Chinese speaking students into local schools. It emphasizes empirical action research methods. This is a highly informative and carefully presented book, providing high value insights to scholars from university and teacher training institutions and teachers from kindergartens, primary, and secondary schools around the world.
001484467 650_6 $$aChinois (Langue)$$xÉtude et enseignement$$xAllophones.
001484467 650_0 $$aChinese language$$xStudy and teaching$$xForeign speakers.$$0(DLC)sh 85024251
001484467 655_0 $$aElectronic books.
001484467 7001_ $$aHong, Jia-Fei.
001484467 7001_ $$aSI, Chung-Mou.
001484467 77608 $$iPrint version:$$aHong, Jia-Fei$$tTeaching Chinese Language in the International School Context$$dSingapore : Springer Singapore Pte. Limited,c2024$$z9789819963751
001484467 830_0 $$aChinese Language Learning Sciences.
001484467 852__ $$bebk
001484467 85640 $$3Springer Nature$$uhttps://univsouthin.idm.oclc.org/login?url=https://link.springer.com/10.1007/978-981-99-6376-8$$zOnline Access$$91397441.1
001484467 909CO $$ooai:library.usi.edu:1484467$$pGLOBAL_SET
001484467 980__ $$aBIB
001484467 980__ $$aEBOOK
001484467 982__ $$aEbook
001484467 983__ $$aOnline
001484467 994__ $$a92$$bISE