As the teaching of Chinese increasingly uses simplified characters, this new version of the popular A Primer for Advanced Beginners of Chinese fills an important gap in Chinese-language instruction. The two-volume primer is addressed to meet the needs of the rapidly growing number of Chinese language students who were raised in the United States in Chinese-speaking homes and speak the language but cannot read or write it. This text develops lessons around readings on Chinese history, culture, geography, literature, folktales and mythology, customs, and cuisine.
"Forty lessons designed to introduce beginning students to the basic patterns and structures of Classical Chinese are taken from a number of pre-Han and Han texts selected to give students a grounding in exemplary Classical Chinese style. Two additional lessons use texts from later periods to help students appreciate the changes in written Chinese over the centuries. Each lesson consists of a text, a vocabulary list featuring discussions of meaning and usage, explanations of grammar, and explications of difficult passages. The standard modern Chinese, Japanese, and Korean pronunciations are indicated for each character, making this a learning tool for native speakers of those languages as well. Appendices give suggestions for further readings, review common and significant words, explain the radical system, and provide Japanese kanbun readings for all the selections. Glossaries of all vocabulary items and pronunciation indexes for modern Chinese and Korean are also included."
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.
"The authors examine the socio-cultural, cognitive-linguistic, and educational-institutional trajectories along which Chinese as a Heritage Language may be acquired, maintained and developed. It draws upon developmental psychology, functional linguistics, linguistic and cultural anthropology, discourse analysis, orthography analysis, reading research, second language acquisition, and bilingualism. This volume aims to lay a foundation for theories, models, and master scripts to be discussed, debated, and developed, and to stimulate research and enhance teaching both within and beyond Chinese language education."--BOOK JACKET.
This book offers historical, philosophical, and sociocultural perspectives on Chinese language education for speakers of other languages with a special focus on Chinese language education in the United States. It provides a comprehensive, cross-disciplinary look at changes in CFL/CSL education over time in China and the U.S. and the philosophical, political and sociocultural influences that led to these changes. The essays address a wide array of topics related to Chinese language education, including: A historical overview of the field Theories that apply to CFL/CSL learning Policies and initiatives for CFL/CSL by the Chinese and U.S. governments Medium of instruction Curriculum and instruction for CFL/CSL learners at K-12 and college levels Technology for CFL/CSL education Chinese language learning for heritage learners CFL in study abroad contexts CFL teacher education and training This work is essential reading for scholars and students interested in gaining a greater understanding of Chinese language education in the two countries and around the world.
While Chinese acupuncture and herbalism enjoy widespread popularity in the West, traditional Chinese exercise techniques—with the exception of qi gong—have rarely been taught outside China. This book is designed to change that. Written by Jun Wang, a doctor of Chinese medicine, Cultivating Qi draws on classic Chinese texts to introduce these body-mind healing exercises to Western readers. In simple, accessible language, Wang presents three specific qi exercises: the Yijin Jing, a popular form of calisthenics associated with both Chinese Buddhist and Daoist traditions; Taiji Neigong, a series of 34 movements adapted from the Wu-Hao style of Taiji Quan; and the “Six Healing Breaths,” which combines spoken sounds with movements associated with the six major vital organs of Chinese medicine. Written for beginning students of Chinese medicine as well as laypersons, healthcare practitioners, and martial artists, Cultivating Qi includes clear explanations of Chinese medical terminology—and provides the original Chinese characters for more advanced students—as well as step-by-step instruction in the three exercises. Accompanied by 100 photographs, these exercises are suitable for all ages and activity levels, and most of them take no more than 10 to 15 minutes to complete.
This collection brings together a series of empirical studies on topics surrounding classrooms of Chinese as a second language (L2) by drawing on a range of theoretical frameworks, methodological strategies, and pedagogical perspectives. Over the past two decades, research on classroom-based second language acquisition (SLA) has emerged and expanded as one of the most important sub-domains in the general field of SLA. In Chinese SLA, however, scarce attention has been devoted to this line of research. With chapters written by scholars in the field of SLA—many of whom are experienced in classroom teaching, teacher education, or program administration in Chinese as a second language—this book helps disentangle the complicated relationships among linguistic targets, pedagogical conditions, assessment tools, learner individual differences, and teacher variables that exist in the so-called "black-box" classrooms of L2 Chinese.
Following a history of Chinese calligraphy — going all the way back to the pictographic beginnings of Chinese writing more than 4,000 years ago — the author explains the basic construction of individual characters and the ways in which calligraphy is used by Chinese artists, including calligraphic seals and inscriptions on paintings.
This textbook presents a selection of thirteen expository essays written from the 1920s through the 1980s by influential Chinese intellectuals on controversial issues of their times, including the emancipation of women, the reforms of the Chinese language, the implementation of modernization, and freedom and patriotism. To provoke classroom discussion, each topic is treated by essayists with opposing views. Prepared for American students who have already completed two years of Chinese and who are interested in reading original documents, the book juxtaposes traditional and simplified characters for the text and vocabulary so that students can be exposed to both versions of Chinese characters. Each of the thirteen texts is followed by a detailed glossary, annotated in English, with suggested topics for class discussion. An index at the end of the book allows students easy access to the vocabulary items. Audio and video materials are available for use with this text. For further information, contact the Chinese Linguistics Project, 231 Palmer Hall, Princeton University, Princeton, N.J. 08544. (609-258-4269).
