Relevant bibliographies by topics / CFL teaching

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'CFL teaching'

Author: Grafiati
Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "CFL teaching"

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Yu, Aihong, and Gretchen Geng. "Introducing Chinese Hanzi at the beginning of teaching Chinese as a Foreign Language (CFL)." Global Chinese 6, no. 2 (September 1, 2020): 359–80. http://dx.doi.org/10.1515/glochi-2020-0018.

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Abstract The high dropout rate of students studying Chinese is a concern for educators in teaching Chinese as a Foreign Language (CFL). However, very limited studies have been undertaken to investigate the impact of the important part of CFL learning ‘Hanzi’ in the successful teaching and learning of CFL. This paper therefore investigated the rationale and significance of Hanzi’ instruction and the need to integrate Hanzi instruction into teaching of CFL from the very beginning of teaching CFL. Readers will find this paper useful in understanding the importance of Hanzi instruction in teaching CFL, and how to construct a contemporary, international curriculum that can adequately address the fundamental concerns of the teaching and learning of CFL. This paper can be used to initiate a research agenda and inform an initiative thinking for curriculum development, to be used as a signpost to set up a conceptual framework on international curriculum development of CFL.
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Lin, Chun-Yu, Chung-Kai Huang, and Chang-Hua Chen. "Barriers to the adoption of ICT in teaching Chinese as a foreign language in US universities." ReCALL 26, no. 1 (January 2014): 100–116. http://dx.doi.org/10.1017/s0958344013000268.

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AbstractThis study aims to investigate barriers to the adoption of information and communication technology (ICT) for teachers of Chinese as a foreign language (CFL) in US universities. Although the development of ICT for teaching is growing, few published studies address ICT specifically regarding CFL teaching. Therefore, this study has reviewed the existing ICT literature's treatment of important ICT-related matters, including barrier factors, and has examined them in the context of CFL teaching. The current study features a mixed method, consisting of a survey and semi-structured interviews. Of the 47 CFL teachers who participated in the study, five volunteered for in-depth interviews. According to our findings, the most critical barriers to these CFL teachers’ adoption of ICT were insufficient support and insufficient time for developing technology-driven pedagogy and activities. These issues are reflected in CFL teachers’ unique subject expertise and workloads in existing universities’ curricula and approaches to instruction. In addition, age influences CFL teachers’ confidence in their use of ICT for the preparation of subject material and for teaching, whereas gender influences their willingness to spend time working on ICT.
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Han, Yu, Xiaoyan Ji, and Jinghe Han. "Transformation of Chinese as a Foreign Language Teachers’ Relationship with Their Students in the Australian Context." International Journal of Contemporary Education 2, no. 2 (July 21, 2019): 27. http://dx.doi.org/10.11114/ijce.v2i2.4393.

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This study explores the transformation of teacher–student relationship between expatriate Chinese as a Foreign Language (CFL) teachers and their students situating in the Australian educational context. The disparity of tradition between the two educational cultures influences substantially on communication between teachers and students within classroom. To better understand how CFL teachers’ background educational culture may impact their interaction with Australian students, focus group discussion data were applied as the data collection method. Findings reveal that at the beginning of their teaching practice CFL teachers’ understanding of teacher–student relationship influenced by their background educational culture had major impact on their strategies in teacher–student interaction in class. However, with the progress of teaching and meantime influenced by the Australian local educational culture, their behaviors for dealing with teacher–student relationship in class changed. Basically, their ways of handling teacher–student relationship transformed from a more Eastern guanxi tendency to a more Western rapport tendency. This transformation did not occur automatically and easily; it was achieved by the CFL teachers’ struggles and tribulations in the process of interacting with their Australian students. In an era of CFL teacher shortage, it is hoped that this study would shed some light on CFL teacher education.
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Yu, Yuetong. "Using Gamification to Support Learning Chinese as A Foreign Language: A Systematic Review." International Journal of Languages, Literature and Linguistics 8, no. 4 (December 2022): 330–36. http://dx.doi.org/10.18178/ijlll.2022.8.4.371.

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Gamification has been proposed as a pleasant and entertaining way to encourage students to acquire Chinese as a foreign language (CFL) and to bridge the gap between their learning and teaching practice. This systematic review provides a summary of the current state of the art in CFL gamification. Furthermore, when learners cope with CFL through gamification, this review study maps their learning process and results. 11 publications from 2016 to 2021 were analyzed for this systematic review. Even though these studies found that gamification had a favorable impact on learners' learning experiences and achievements, none of the studies identified gamification elements linked with the learning experiences and outcomes. Gamified CFL offers good learning experiences by being engaging, fun, motivating, engaging, and interesting. Gamified CFL learning results included content language acquisition, beliefs, motivation, satisfaction, and confidence. The findings of this study offer suggestions on how to develop gamification for learners' CFL learning, as well as the learning experiences and outcomes that follow.
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Zajdler, Ewa. "Speech shadowing as a teaching technique in the CFL classroom." Lingua Posnaniensis 62, no. 1 (June 1, 2020): 77–88. http://dx.doi.org/10.2478/linpo-2020-0005.

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Abstract The aim of this paper is to present speech shadowing (the listener’s repetition of a word, phrase or sentence immediately after hearing it) as an effective teaching technique. Shadowing has been practiced in English classes in Japan for decades and many studies have confirmed its effectiveness for improving learners’ listening comprehension and pronunciation skills. Even though some studies have already indicated that this technique is successfully used in teaching Chinese as a Foreign Language (CFL) (Zajdler & Chu 2019), its potential has not been widely utilized in the Chinese classroom in Poland. Thus, the present paper will first discuss the auditory and cognitive underpinnings of shadowing, then a classification of the types of shadowing will be proposed. Finally, practical aspects of shadowing as an effective in-class CFL teaching technique will be presented.
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Zeng, Yueying. "Analysing Teacher Knowledge for Technology Use among Secondary Teachers Teaching Chinese as a Foreign Language (CFL) in Australia." Journal of Curriculum and Teaching 11, no. 2 (January 19, 2022): 15. http://dx.doi.org/10.5430/jct.v11n2p15.

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Technology has normalised education and promoted teaching and learning activities. However, not all teachers effectively integrate technology into their instruction. Prior studies indicate that teacher knowledge impacts such integration. This study examines technology use among teachers teaching Chinese as a foreign language in Australian secondary schools. Specially, it investigates (a) what teacher knowledge affects technology, (b) how CFL perceive their knowledge, and (c) how to effectively develop teacher knowledge. The findings suggest that technological knowledge (TK) strongly influences CFL instructors’ technology use, and these instructors were more confident in their non-technological knowledge than their technology-related knowledge. The finding regarding relationships between knowledge constructs should shed light on knowledge development for teacher education. Hence, this study contributes to teacher training in Australian secondary schools.
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Ren, Ping, and Meinert Meyer. "“The Students Have Been Spoilt Previously”." Beijing International Review of Education 1, no. 2-3 (June 29, 2019): 378–400. http://dx.doi.org/10.1163/25902539-00102014.

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The professional development of Chinese teachers of Chinese as a foreign language (cfl) in Europe is confronted with various complex educational challenges and problems. Traditional Chinese educational schemata and cultural values have great impact on these teachers’ professional beliefs and their perceptions. My case studies of six cfl teachers show that their professional challenges are connected with the cultural differences of Chinese and German educational contexts. Open-ended questions, in-depth interviews and classroom observation were employed. And multiple data sources, such as the transcripts of teacher interviews, field notes were included. Cross-case analysis indicated that the cfl teachers have to deal with some conflicts of their previous biographies and new requirements of local educational context, such as teacher-centered didactics versus student-centered didactics, traditional Chinese language approaches versus intercultural communicative didactics; strict classroom discipline versus acknowledgement of students’ individuality etc. I depict their professional development by employing a theoretic framework of developmental task theory, i.e. professional competence, mediation, acknowledgment and institution. My study may help to shed light on understanding the individual difficulties that cfl teachers face in overseas teaching environments. The study’s findings and recommendations therefore are of significance for the future design of teacher training for cfl teachers in Germany and in other European countries.
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Wang, Di, and Lawrence Jun Zhang. "Sustainability as a Goal in Teaching Workforce Retention: Exploring the Role of Teacher Identity Construction in Preservice Teachers’ Job Motivation." Sustainability 13, no. 5 (March 3, 2021): 2698. http://dx.doi.org/10.3390/su13052698.

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With the rapid increase in the number of students learning Chinese as a second or foreign language (CSL/CFL), there is a great demand for Chinese language teachers. Although many teacher preparation programmes have been established, only a few graduates from these programmes enter the profession of Chinese language teaching. This has caused instability of the teaching team and has threatened the sustainability of Chinese language education. To explore the reasons why graduates leave this area and the role of professional identity construction in preservice Chinese teachers’ job motivation, this longitudinal qualitative study investigates the job motivation of three student-teachers as a goal of sustainability in teaching force retention. This study was conducted during the participating teachers’ teaching practicum as part of a master’s degree programme in China. By interviewing the three participants and analysing their self-reflective journals, we found that their job motivations changed considerably during the course of their training. Indeed, their professional identity construction did not determine their career choice. Extrinsic factors, such as income and permanent residence, seemed to significantly affect their motivation of entering the profession. Such findings are important, as they help us gain a better understanding of why preservice CSL/CFL teachers choose other careers upon completing teacher education. These results are especially pertinent to those working in Chinese contexts.
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Li, Linghong, Martin Valcke, Linda Badan, and Christoph Anderl. "Video Self-Modeling (VSM) as a Strategy to Instruct CFL Students’ Sentence-Level Stress." Sustainability 14, no. 23 (November 22, 2022): 15509. http://dx.doi.org/10.3390/su142315509.

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Sentence-level stress is one of the major means of expressing information focus in oral speaking, and it is of importance for Chinese as a foreign language (CFL) learners to accurately receive and send the right information in conversation. However, research related to teaching stress, especially sentence-level stress, is indeed scarce. In this study, we investigate whether video self-modeling (VSM) is applicable to improve CFL students’ sentence-level stress. VSM, as an innovative strategy, only shows the positive targeted behavior by using videos or audios of oneself, and aims to decrease students’ frustration and the negative influence caused by failed accomplishments. Twelve beginning-level CFL students, taken as the experimental group, received the edited perfect pronunciation audios with their own voice and used these own-voice audios to train their sentence-level stress. At the same time, another twelve advanced-level CFL students were taken as the control group, and received traditional instructional strategies from their class teacher. The whole training continued for ten sessions during a period of two and half months. Quantitative results show that with the help of VSM, CFL students’ sentence-level stress improved significantly as compared to the control group, with increased scores on the pronunciation of sentence-level stress words and increased scores in all three parameters: pitch, intensity, and duration. A post-training survey revealed that the participants’ preference for using their own voice as instructional material resulted in a feeling of success and satisfaction. The findings corroborate the importance of computer-assisted language learning in the second language (L2) field, and add solid evidence of using VSM in foreign-language training.
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Wang, Yanjun, Pei-Ling Wei, and Van Thanh Nguyen. "An Exploratory Intervention Program on Chinese Culture among CFL Students at a Vietnamese University." Education Sciences 12, no. 12 (December 2, 2022): 887. http://dx.doi.org/10.3390/educsci12120887.

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This article reports on a study of an intensive three-week culture intervention program, delivered via VooV Meeting (an online meeting platform) as an additional opportunity for CFL students at a Vietnamese university in December 2021. The primary aim was to explore students’ perceptions and experiences of learning about Chinese culture in a non-target language environment since the outbreak of the COVID-19 pandemic. Two hundred and nine mixed-level undergraduate CFL students participated in a survey administered via Google Forms. Overall results indicated that students valued the opportunity offered by this program to learn Chinese culture and acknowledged the importance of cultural study in CFL. There appeared to be different preferences among male and female students and the different year groups in choosing the contents and methods of cultural learning. Additionally, students expressed concerns about using technology in language and culture learning despite its benefits, especially in the absence of real-life human interactions and communications due to travel restrictions. One significant finding was that students recognised teachers’ essential role in learning culture. The survey results, in particular the participants’ responses to open-ended questions, are discussed in this paper. The understanding gained from this study is expected to provide Chinese language professionals and practitioners with insights and suggestions on how Chinese culture can be better integrated into CFL through appropriate and effective teaching strategies in a post-pandemic era.
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Dissertations / Theses on the topic "CFL teaching"

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Liu, Yiching Christine. "Investigating the relationship between online reading groups and reading difficulties among upper-level CFL learners." Diss., University of Iowa, 2019. https://ir.uiowa.edu/etd/6793.

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This case study aims to investigate the relationship between the online reading group meetings (ORG) and reading difficulties among upper-level learners of Chinese as a foreign language (CFL learners). Based on Bernhardt’s constructivist model of L2 reading (1986, 1991) and sociocultural perspectives, this study attempts to answer two research questions: 1. What reading difficulties upper-level CFL learners encountered when they read in Chinese? 2. What components in the online reading group meetings helped upper-level CFL learners to cope with their reading difficulties? How did the components help? Seven Fourth-Year Chinese learners at a university in the United States participated in this study and attended the ORG meetings throughout a semester to discuss five assigned readings. Qualitative research methods were used to collect and analyze the data. The data sources of this study included pre- and post-ORG questionnaires, pre- and post-meeting comprehension checks, pre- and post-meeting self-reports, recordings of the online reading group meetings, and semi-structured interviews. The findings showed a complicated and interactive relationship of the six components in Bernhardt’s model when it came to reading difficulties among upper-level CFL learners. Even though the participants identified word recognition as one of their top reading difficulties when reading in Chinese, the findings showed that extra-text driven components, especially intratextual perceptions and prior knowledge, played an important role in determining the participants’ reading comprehension. Being able to constantly monitor what they learned from each paragraph and which prior knowledge they applied to the reading was found to be a key to improving their reading comprehension. The findings also found reflexivity in dialogic collaboration, especially when the ORG meetings created opportunities for the participants to improve their reading comprehension via peer-to-peer interaction. The patterns of peer-mediated learning included giving corrective feedback, negotiating meaning, learning from listening, strategy coaching, and using English strategically. Whereas the instructor as a facilitator was regarded important to provide timely feedback and facilitate the discussion, the findings suggested that a peer-led group discussion was possible for upper-level CFL learners once they built up their confidence in offering help to their peers. Even though the component of the role assignment seemed to be beneficial for the participants to cope with their reading difficulties in the ORG meetings, the participants did not perceive each role equally helpful nor easy due to various reasons. The study concluded with a discussion of the implications for CFL education, teacher education programs and future research.
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Chai, Donglin. "Paradigms of CFL in America, Concepts of Knowing East and West, and their Implications for Teacher Training at the College-Level." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1500464134244029.

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Ye, Lijuan. "Teaching and Learning Chinese as a Foreign Language in the United States: To Delay or Not to Delay the Character Introduction." Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/alesl_diss/21.

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The study explored whether or not to delay introducing Chinese characters as part of first year Chinese as a Foreign Language (CFL) courses in post-secondary institutions in the U.S. Topics investigated: a) timing structures of current CFL programs in the U.S.; b) CFL teachers’ and students’ beliefs and rationales of an appropriate timing to introduce characters; c) CFL teachers’ and students’ beliefs about the importance and difficulty of different Chinese language skills; and d) CFL teachers’ and students’ beliefs about the requirement of handwriting in beginning-level CFL courses. Data were collected through a large-scale online student survey with 914 students and a large-scale online teacher survey with 192 teachers. At the same time, a total of 21 students and five teachers from a delayed character introduction (DCI) program and an immediate character introduction (ICI) program were interviewed. Both quantitative and qualitative methods were used to analyze the data. Results indicate that the majority of CFL programs did not delay teaching characters; most of teachers and students believed that speaking and listening were the most important skills and reading and especially writing characters were the most difficult skills; and most of teachers and students did not favor alternative methods to replace the handwriting of characters even though they considered handwriting to be the most difficult skill. With few studies carried out to investigate the timing issue of character teaching, results from the study provided foundational knowledge for CFL educators to better understand CFL teaching and learning in general, along with the teaching and learning of written Chinese characters, in particular.
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Al-Yamani, S. A. "An overview of programmed learning and computer-assisted learning, and implementation of a PL/CAL module." Thesis, University of Bath, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.379574.

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Halabi, Abdel K. "Applying cognitive load theory concepts to the design and evaluation of CBL materials and feedback in teaching introductory accounting." Monash University, Dept. of Accounting and Finance, 2004. http://arrow.monash.edu.au/hdl/1959.1/9653.

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Tse, Harrison Kar Him. "Promoting the effective use of computers to support the learning and teaching of literacy and numeracy in primary education with attention to pedagogy, teacher reflection and development." Thesis, University of Newcastle Upon Tyne, 2001. http://hdl.handle.net/10443/345.

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This thesis searches for an effective pedagogy with the use of computers or other types of information and communications technology (ICT) from the perspectives of pupil learning and reflective teaching. It begins with a review of factors that make learning and teaching with ICT effective on the ground of contemporary theories and models of learning and teaching. A model of effective curricular learning and teaching with the use of computers or ICT is proposed. It is used as the framework of investigation throughout the thesis. The investigation of learning looks at the interaction between computer-specific characteristics and other learning-related characteristics of primary pupils. It also investigates the in-school and out-of-school usage of ICT, subject differences, grouping and gender differences. The investigation of teaching and/or instruction looks at the combination of factors that affect each type of learning outcomes. With consideration into the causal relationships, the results are linked together to form as a path model. The measurement of effectiveness includes learning progress (i.e. educational value-added) and learning attainment of primary pupils, their developed abilities, and their attitude towards learning and towards themselves and school learning. The results show that the model helps to illuminate the inter-relationships between different components of learning and teaching. In particular, the interrelationships between teacher characteristics, teacher's practical knowledge, reflection and instructional practice concerning the extent of computer use. It is recommended as a framework for other investigations into effective use of ICT or the development of pedagogy with the use of ICT. Furthermore, a framework of promoting the use of ICT to support subject-based learning and teaching is proposed. It is examined in four classroom-based research and development projects. The findings show that it is applicable to different subject curriculum, to a spectrum of school-based learning contexts and to different features provided by computers.
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鄒國新 and Kwok-sun Chau. "Formative evaluation on a self-developed CAL application in chemistry." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31256168.

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Nelson, Timothy Kirk. "Case-Based Learning (CBL) in Selected Physical Therapy Curricula and Its Perceived Effectiveness by Students, Faculty, and Administrators." ScholarWorks@UNO, 2010. http://scholarworks.uno.edu/td/1160.

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Case-based learning (CBL) is commonly used in physical therapy curricula even though not much evidence exists as to the effectiveness of this instructional tool in physical therapy education. Through qualitative evaluation methodology, the researcher investigated the utilization and implementation of this instructional methodology in selected physical therapy curricula, as well as its perceived effectiveness by physical therapy students, faculty, and administrators. Data collection was performed through classroom observations, interviews,and focus group interviews at eight physical therapy programs across the United States that identified themselves as moderate to high implementers of CBL. Through the analysis of the qualitative data gleaned from the participants, case-based learning was found to be a very effective instructional methodology in these academic programs as described by administrators, faculty, and students alike. Specifically, case-based learning was found to effectively enhance students' learning, problem solving skills, clinical preparedness, and confidence levels. Barriers that may limit the effectiveness of the implementation and utilization of case-based learning were discussed, including stakeholder buy-in, time and cost requirements, an individual knowledge and skill with case-based learning techniques. Multiple factors were found to exist that positively influence the effectiveness of the implementation and utilization of case-based learning including techniques that make the learning experience safe, real, impactful, and empowering.
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Smith, Carla Breedlove. "Aligning Human Resource Development with the Strategic Priorities of Healthcare Organizations: The CFO Perspective." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4583.

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Santos, Jefferson Januário dos. "Dimensões da qualidade educativa nos Centros de Estudos de Línguas do estado de São Paulo (CEL-SP): subsídios à implementação do ensino de espanhol nas escolas públicas paulistas." Universidade de São Paulo, 2011. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-21072011-102442/.

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Este trabalho de pesquisa tem como objetivo essencial verificar quais as contribuições que a experiência pedagógico-organizacional dos Centros de Estudos de Línguas do estado de São Paulo e, em específico, de alguns de seus docentes pode oferecer para uma implementação de boa qualidade e eficaz (BROOK; SOARES, 2008; HOPKINS, 1987; HOPKINS, 1997; MURILLO, 2007) da língua espanhola nos currículos das escolas públicas do Ensino Médio paulista. Para tanto, daremos enfoque especial a duas questões: ao contexto educativo no qual o ensino de castelhano está inserido nas unidades do CEL pesquisadas e às estratégias de ensino que seus docentes utilizam no desenvolvimento de atividades pedagógicas cotidianas. Os dados que embasam o estudo dessas questões foram obtidos, essencialmente, em contexto de pesquisa qualitativa (LUDKE e ANDRÉ, 1986) em três unidades do CEL-SP, na Capital, Grande São Paulo e Interior. Também serão fundamentais os elementos coletados na pesquisa de Santos (2007) acerca das representações (ROUSSIAU e BONARDI, 2000) de alunos, coordenadores e professores dos CEL sobre a qualidade de ensino e aprendizagem de espanhol da instituição. Por meio da análise de tais dados, verificamos se as relações (sociais, afetivas, culturais e organizacionais) existentes nas escolas pesquisadas e se a prática pedagógica dos docentes fundamentam-se em princípios de qualidade educativa expostos em documentos oficiais para o ensino de línguas estrangeiras no Brasil como os Parâmetros Curriculares Nacionais (PCN, 1998; 2000) e as Orientações Curriculares (OC, 2006) e, ainda, em princípios teóricos que descrevem a boa qualidade de ensino (AÇÃO EDUCATIVA, UNICEF, INEP, 2007; HOPKINS, 1987; HOPKINS e LAGESWEUJ, 1997, MACHADO, 2007 et al.).
The main goal of this research is to make an assessment of how the historical knowledge and analysis of the pedagogical activities developed by São Paulo Language Study Centers (CEL-SP) units can contribute to an effective and high quality implementation (BROOK and SOARES, 2008; HOPKINS, 1987; HOPKINS, 1997; MURILLO, 2007) of the spanish language in the curriculum of the public schools of São Paulo. With this objective, we will approach mainly two questions: the educational context of the spanish education in the analyzed schools and the approaches and teaching methodology used by teachers in the development of daily pedagogical activities. The data that sustains the study of these questions were obtained basically through a qualitative research (LUDKE e ANDRÉ, 1986) in three units of CEL-SP, in the Capital, Great São Paulo and countryside. The elements gathered by Santos (2007) research about the CELs students, coordinators and teachers representations (ROUSSIAU e BONARDI, 2000) about the teaching and learning quality of the institution are also fundamental. Through data review, we will clarify if the relations (social, affective, cultural and organizational) present in the analyzed schools and the teachers pedagogical practice are related to the principles of the educational quality stated in official documents for education in Foreigner Languages like the Parâmetros Curriculares Nacionais (PCN, 1998; 2000) and the Orientações Curriculares (OC, 2006) and, also, the theoretical principles that characterize high quality education (AÇÃO EDUCATIVA, UNICEF, INEP, 2007; HOPKINS, 1987; HOPKINS and LAGESWEUJ, 1997, MACHADO, 2007 et al.).
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Books on the topic "CFL teaching"

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Cruickshank, Ken, and Linda T. H. Tsung. Teaching and learning Chinese in global contexts: CFL worldwide. London: Continuum, 2012.

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Tsung, Linda T. H., 1953- and Cruickshank Ken, eds. Teaching and learning Chinese in global contexts: CFL worldwide. London: Continuum, 2010.

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Dai, Chen. From form-focused to task-based CFL instruction. Columbus, Ohio: National East Asian Languages Resource Center, Ohio State University, 2010.

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Choy, G. K. W. Pupil-centred teaching methods and CAL. Manchester: UMIST, 1994.

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Biodiversity, California Institute for. Cal Alive!: Classroom guide. Walnut Creek, CA: California Institute for Biodiversity, 2001.

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Flynn, Linda. Cal, Bernard MacLaverty. Oxford: Heinemann Educational, 1989.

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CfE maths: Third level : Pupil book. Glasgow: Leckie & Leckie, 2012.

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author, Anderson Claire, Christie Robin author, Thompson Andrew author, and Welsh Stuart author, eds. CfE higher maths: Student book. Bishopbriggs, Glasgow: Lecke & Leckie Ltd., 2014.

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Greene, John. CAL and the use of audio in the teaching of adult literacy. [S.l: The author], 1994.

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National 5 & CfE higher psychology: Student book. Glasgow: Leckie & Leckie, 2015.

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Book chapters on the topic "CFL teaching"

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Díaz, Adriana Raquel. "Developing Interculturally-Oriented Teaching Resources in CFL: Meeting the Challenge." In Exploring Innovative Pedagogy in the Teaching and Learning of Chinese as a Foreign Language, 115–35. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-287-772-7_7.

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Wang, Danping. "Fostering Effective CFL Education Through Autonomous Learning: Learners’ Perspectives." In Exploring Innovative Pedagogy in the Teaching and Learning of Chinese as a Foreign Language, 61–76. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-287-772-7_4.

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Li, Zhen. "CFL Teacher Identity Construction: A Core Element of Future Innovative Practice." In Exploring Innovative Pedagogy in the Teaching and Learning of Chinese as a Foreign Language, 177–92. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-287-772-7_10.

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Pasfield-Neofitou, Sarah, Scott Grant, and Hui Huang. "Task-Based Chinese as a Foreign Language (CFL) in Second Life for Beginner Learners and Educators." In Exploring Innovative Pedagogy in the Teaching and Learning of Chinese as a Foreign Language, 213–33. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-287-772-7_12.

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Harbon, Lesley, Ruth Fielding, and Jianlian Liang. "The Innovation and Challenge of a Content and Language Integrated Learning Approach to CFL in One Australian Primary School." In Exploring Innovative Pedagogy in the Teaching and Learning of Chinese as a Foreign Language, 193–211. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-287-772-7_11.

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Xu, Hui Ling, and Robyn Moloney. "Teacher Personal Practical Knowledge as a Foundation for Innovative Practice: Narratives of Returnee Teachers of CFL in Overseas Contexts." In Exploring Innovative Pedagogy in the Teaching and Learning of Chinese as a Foreign Language, 157–76. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-287-772-7_9.

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Bolus, Mirna. "The Teaching of Creole in Guadeloupe." In Creoles in Education, 81–106. Amsterdam: John Benjamins Publishing Company, 2010. http://dx.doi.org/10.1075/cll.36.04bol.

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Thistlethwaite, Jill E. "Learning and Teaching Anatomy Through Case-Based Learning (CBL)." In Teaching Anatomy, 153–60. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-43283-6_17.

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Thistlethwaite, Jill E. "Learning and Teaching Anatomy Through Case-Based Learning (CBL)." In Teaching Anatomy, 125–32. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-08930-0_15.

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Siddique, H., and J. Naser. "A Two Dimensional CFD Code for Teaching." In Computational Fluid Dynamics 2002, 821–22. Berlin, Heidelberg: Springer Berlin Heidelberg, 2003. http://dx.doi.org/10.1007/978-3-642-59334-5_144.

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Conference papers on the topic "CFL teaching"

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Liu, Yan, and Meng-xi Jia. "Research on Korean Hanja and Teaching Chinese vocabulary in CFL." In 3d International Conference on Applied Social Science Research (ICASSR 2015). Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icassr-15.2016.262.

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Li, Linghong. "EXPLORING PEDAGOGICAL CONTENT KNOWLEDGE (PCK) AND CONTENT KNOWLEDGE (CK) OF CHINESE AS A FOREIGN LANGUAGE (CFL) TEACHERS IN TEACHING CHINESE PRONUNCIATION." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.2041.

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Stubley, Gordon D. "Teaching Advanced Fluids Engineering and CFD." In ASME 2002 Joint U.S.-European Fluids Engineering Division Conference. ASMEDC, 2002. http://dx.doi.org/10.1115/fedsm2002-31380.

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As CFD technology matures, there is increasing need for undergraduate CFD education. CFD allows the undergraduate student to calculate flow features that are beyond the scope of concepts covered in introductory courses. In this paper it is shown how the teaching of CFD and fluid mechanics can be integrated in a senior level course to develop professional practitioners of CFD. The course uses techniques like CFD visualization and a case study approach to reinforce student understanding of physical features of complex fluid flows. Full advantage is taken of the physical basis of the finite volume method to connect the structure of discrete equation sets, solution accuracy and iterative convergence trends to the features of simulated flows. The success that students achieve in developing and integrating CFD and fluid mechanics knowledge is measured in a final project in which CFD is used to evaluate a proposed design change.
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Dong, Junhong, and Ping Zeng. "The Application of CBL Teaching Combined with PBL Teaching Method in Biochemistry Experiment Teaching." In 7th International Conference on Management, Education, Information and Control (MEICI 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/meici-17.2017.126.

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Hu, Xiangliang, Gensheng Wang, Xuejian Huang, and Xiaofang Wu. "Practice of CBL Teaching Method in Java Programming Teaching Based on Network Teaching Platform." In Proceedings of the 2018 5th International Conference on Education, Management, Arts, Economics and Social Science (ICEMAESS 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icemaess-18.2018.17.

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Chatterjee, Rajeev, and Jyostna Kumar Mandal. "Two dimensional assessment technique for CBL." In 2016 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE). IEEE, 2016. http://dx.doi.org/10.1109/tale.2016.7851767.

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Chatterjee, Rajeev, Sadhu Prasad Kar, and Jyotsna Kumar Mandai. "An intelligent mining technique for CBL." In 2017 IEEE 6th International Conference on Teaching, Assessment and Learning for Engineering (TALE). IEEE, 2017. http://dx.doi.org/10.1109/tale.2017.8252351.

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Knight, Doyle. "An example for teaching CFD in compressible flow." In 37th Aerospace Sciences Meeting and Exhibit. Reston, Virigina: American Institute of Aeronautics and Astronautics, 1999. http://dx.doi.org/10.2514/6.1999-285.

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Liu, Shiyu, Xiaonan Tong, Yian Lu, and Yanming Li. "Application of CBL Combined with TBL Teaching Method in Experimental Teaching of Surgical Nursing." In Proceedings of the 2019 International Conference on Management, Education Technology and Economics (ICMETE 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icmete-19.2019.119.

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Wang, Zhiqiang, and Dianrong Gao. "The Application of CFD in Teaching of Fluid Machinery." In 3rd International Conference on Arts, Design and Contemporary Education (ICADCE 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icadce-17.2017.131.

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