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Table of Contents
Intro
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
3 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
4.3 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
6 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
6.4.4 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
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
3 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
4.3 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
6 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
6.4.4 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