Reading in Chinese as an Additional Language: Learners' Development, Instruction, and Assessment

Reading in Chinese as an Additional Language (CAL) is a complex process that requires acquisition of Chinese characters, reading comprehension subskills, and reading instruction and assessment. This book provides a comprehensive overview of the nature of CAL reading development, including cognitive and sociocultural perspectives, and showcases effective instructional methods and assessment practices. It also discusses the impact of technology on students' Chinese literacy acquisition.

Format: Paperback / softback
Length: 286 pages
Publication date: 29 December 2022
Publisher: Taylor & Francis Ltd

Reading in Chinese as an Additional Language (CAL) presents a unique challenge for learners and teachers alike, as it involves acquiring literacy skills in a language that is considered particularly difficult. This comprehensive book delves into three major areas: acquisition of Chinese characters, reading comprehension subskills, and reading instruction and assessment.

The first part of the book focuses on the foundation of Chinese literacy development, exploring how to learn and teach Chinese characters effectively. It discusses the theoretical and pedagogical aspects of character acquisition, including cognitive and sociocultural perspectives on the nature of CAL reading development. The book showcases practical teaching strategies and assessment practices that can help CAL learners develop their reading skills.

The second part of the book examines various learners' reading comprehension subskills and the evolution of their literacy identity. It explores the factors that influence learners' reading abilities, such as language proficiency, cultural background, and learning strategies. The book also discusses effective instructional methods and assessment practices for CAL reading development, including the use of technology to enhance learning.

The third part of the book explores effective instructional methods and assessment practices for CAL reading development. It discusses the use of various teaching approaches, such as task-based learning, collaborative learning, and multimedia resources, to engage and motivate CAL learners. The book also includes empirical studies using both qualitative and quantitative methods to provide evidence-based insights into CAL reading development.

In addition to its focus on reading development, the book also discusses writing in Chinese as an additional language. It explores the challenges and opportunities that arise when learners write in Chinese, including grammar, vocabulary, and sentence structure. The book provides practical strategies and resources for teaching writing in CAL classrooms.

Furthermore, the book discusses the impact of technology on students' Chinese literacy acquisition. It explores how the use of computers, the Internet, and social media can enhance and facilitate learning, as well as the potential risks and challenges associated with these technologies. The book provides guidance on how teachers.

This book is a valuable resource for CAL researchers and educators who want to better understand the nature of CAL reading development and become well-informed about CAL classroom teaching and assessment, including the application of interactive approaches to teaching and assessing diverse reading skills. It provides a comprehensive and up-to-date overview of the field, covering a wide range of issues about CAL reading research and classroom teaching.

Weight: 553g
Dimension: 234 x 156 (mm)
ISBN-13: 9780367464875