The Routledge Handbook of Chinese Language Teaching

The Routledge Handbook of Chinese Language Teaching defines Chinese language teaching in a pedagogical, historical, and contemporary context. Throughout the volume, teaching methods are discussed, including the traditional China-based approach, and Western methods such as communicative teaching and the immersion program. The Handbook also presents a pedagogical model covering pronunciation, tones, characters, vocabulary, grammar, and the teaching of listening, speaking, reading, and writing. The remaining chapters explore topics of language assessment, technology enhanced instruction, teaching materials and resources, Chinese for specific purposes, classroom implementation, social contexts of language teaching and language teaching policies, and pragmatics and culture. Ideal for scholars and researchers of Chinese language teaching, the Handbook will benefit educators and teacher training programs. This is the first comprehensive volume exploring the growing area of Chinese language pedagogy.

I. Overview Teaching Chinese as a first language in China: review and comparison Weixiao Wei From ‘Chinese to Foreigners’ to ‘Chinese International Education’: China’s efforts in promoting its language worldwide Chris Shei The Beginning of Chinese Professorship and Chinese Language Instruction in the United States: History and Implications Der-lin Chao Teaching Chinese as a heritage language Chang Pu II. Chinese language pedagogy Methods of teaching Chinese: evolution and emerging trends Haidan Wang Teaching Content, Developing Language in CLIL Chinese Jane Orton Creating a Task-Based Language Course in Mandarin Chinese Miao-fen Tseng Developing communicative competence in adult beginner learners of Chinese Clare Wright III. Teaching Chinese pronunciation and characters Some explicit linguistic knowledge for Chinese pronunciation teaching Bei Yang Teaching Chinese tones Hang Zhang Teaching Chinese intonation and rhythm Chunsheng Yang Teaching Chinese pronunciation: explanation, expectation, and implementation Jiang Liu Recognition of two forms of characters and teaching literary Chinese Joseph R. Allen Teaching Chinese characters: what we know and what we can do Bo Hu An analysis on models of teaching spoken Chinese as a foreign language Meiru Liu IV. Teaching Chinese words and grammar A usage-based approach to L2 grammar instruction delivered through the PACE model Hong Li and Jing Z. Paul Methods of lexical semantic inquiry in teaching advanced level vocabulary Shiao-Wei Tham Teaching Chinese adverbs Yan Li From cognitive linguistics to pedagogical grammar: On teaching the Chinese sentence-final le Liancheng Chief V. Materials and curricula Considerations in preparing pedagogical materials for adult native English-speaking learners of Chinese as a Second/Foreign Language Cornelius Kubler Intercultural Communicative Competence in CFL Language Curricula Madeline K. Spring Teaching Chinese through Authentic Audio-visual Media Materials Liling Huang and Amber Navarre Understanding tertiary Chinese language learners’ needs: A cross-curricular perspective Hui Huang Emotion, attitude and value in primary school Chinese textbooks Bo Wang, Yuanyi Ma & Isaac N. Mwinlaaru The Assessment of Chinese L2 Proficiency Paula Winke and Wenyue Melody Ma VI. Instructional media and resources Using social media to teach Chinese more effectively Ke Peng Teaching Chinese Through Film: Rationale, Practice, and Future Directions Yanhong Zhu Literature in Chinese Language Teaching Don Starr and Yunhan Hu Multimodal Pedagogy and Chinese Visual Arts in TCFL Classrooms Rugang Lu The Current Status of CALL for Chinese in the United States Zheng-Sheng Zhang Using technology to learn to speak Chinese Lijing Shi and Ursula Stickler Towards Automatic Identification of Chinese Collocation Errors Zhao-Ming Gao Business Chinese Instruction: Past, Present, and Future Fangyuan Yuan VII. Teaching context and policy Chinese Language Learning and Teaching in the UK George X Zhang and Linda M Li The Impact of Australian language policies on Chinese language teaching Shen Chen and Helena Sit Bi/Multilingual Education, Translation, and Social Mobility in Xinjiang, China Saihong Li Understanding how Chinese language education is used to promote citizenship education in China and Hong Kong TAM, Angela Choi-fung Teachers’ Bicultural Awareness in Chinese Culture Instruction Guangyan Chen and Ken Springer Crossing the river while feeling for stones: the education of a Chinese language teacher Julian K. Wheatley

Chris Shei was educated in Taiwan and studied at Cambridge and Edinburgh before 2000. He then worked at Swansea University from 2003 until the present. He teaches and researches in linguistics and translation studies and is particularly interested in the use of computer and web resources for linguistic research, language education and translating. He is the General Editor for three Routledge book series: Routledge Studies in Chinese Discourse Analysis, Routledge Studies in Chinese Translation and Routledge Studies in Chinese Language Teaching (with Der-lin Chao). Proposals for monographs or edited pieces are received at cshei@gmail.com on a long-term basis. Monica E. McLellan Zikpi is the coordinator of the Chinese Flagship Program at the University of Oregon. She attended graduate school at the same university and completed a PhD in Comparative Literature in 2014, with a dissertation on the reception history of a work attributed to the Chinese poet Qu Yuan (c. fourth–third century BCE). She has published research on the interpretation and translation of early Chinese poetry in Early China, Comparative Literature Studies, Journal of Oriental Studies, and Chinese Literature: Essays, Articles, Reviews. As coordinator of the Chinese Flagship Program, she is responsible for the day-to-day operations of a grant-funded undergraduate language program designed to help students beginning from any proficiency level to reach professional-level fluency in Mandarin. She enjoys helping students navigate the practical matters of learning Chinese, including finances, proficiency assessments, academic credit, and study abroad. Der-lin Chao is Professor of Chinese and Head of the Chinese BA in Language, Literature, Translation and MA in the Teaching of Chinese programs at Hunter College, City University of New York. She devotes herself to language program pedagogy, design, and evaluation; development of technology and web-based instructional materials; teacher education; proficiency-based language education; and the history of Chinese language instruction. In addition, she is thoroughly invested in developing extra-collegiate Chinese educational initiatives, including K-12 Chinese curriculum development and enhancement with partner schools throughout the New York City area.