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Journal articles on the topic 'Chinese Language schools'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Yajun, Jiang. "English as a Chinese language." English Today 19, no. 2 (2003): 3–8. http://dx.doi.org/10.1017/s0266078403002013.

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Some observations on the possible indigenization of English in mainland China. China boasts the largest English-learning population in the world. ‘It seems there are more people learning to speak English in China than there are English speakers in the whole of the United States’. Over 200 million children, about 20% of the total in the world, are learning English in schools, and about 13 million young people at university. The Chinese government has decided to offer English as a compulsory course nationwide from the third year at primary school. While schools in rural areas are trying to find

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Zheng, Lin. "Living in two worlds." Australian Review of Applied Linguistics 32, no. 1 (2009): 5.1–5.18. http://dx.doi.org/10.2104/aral0905.

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This paper is based on an analysis of interviews, conducted at three primary schools in Melbourne, which sought to explore the determinants of code-switching between English and Chinese. Specifically, it examined school education and other specific possible determinants of code switching amongst Chinese-Australian bilingual children. The specific determinants of codeswitching that emerge from this study include: the length of residence in an English speaking community; the exposure to languages in schools and family communication patterns. The nature of school education played a leading role i

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Zheng, Lin. "Living in two worlds." Australian Review of Applied Linguistics 32, no. 1 (2009): 5.1–5.18. http://dx.doi.org/10.1075/aral.32.1.03zhe.

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This paper is based on an analysis of interviews, conducted at three primary schools in Melbourne, which sought to explore the determinants of code-switching between English and Chinese. Specifically, it examined school education and other specific possible determinants of code switching amongst Chinese-Australian bilingual children. The specific determinants of codeswitching that emerge from this study include: the length of residence in an English speaking community; the exposure to languages in schools and family communication patterns. The nature of school education played a leading role i

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4

Yetty, Yetty. "Curriculum Analysis of Permai Plus School at Pluit’s Elementary Chinese Course." Humaniora 1, no. 2 (2010): 746. http://dx.doi.org/10.21512/humaniora.v1i2.2916.

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In Indonesia, in addition to english mandarin also become a very common thing. Many companies employ one of the conditions of staff must be fluent in speaking Chinese, reading and writing Chinese characters. Therefore, the majority of schools in Indonesia have set up Chinese language courses, in order to give Chinese language’s basic foundation to their students. In Pluit, courses of Chinese language schools are mostly private, three-language schools and international schools (not including international schools in the U.S. system). Through the six factors of curriculum (Teachers, facilities,

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Hung, Yu Ju. "Los Angeles Chinese Confucius Temple School: Heritage, Transformation, and Renovation." International Journal for Innovation Education and Research 3, no. 2 (2015): 35–48. http://dx.doi.org/10.31686/ijier.vol3.iss2.311.

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The creation of mother-tongue language schools was the prevalent phenomenon in the American immigration communities in the nineteenth and twentieth century. Some European, such as German, immigrants capitalized their ethnic network to develop their ethnic language instructions within the systems of public school or religious parochial school, while certain Asian (Chinese or Japanese) immigrants created private language schools to maintain their heritage and culture for younger generations. Through the case study of history of the Chinese Confucius Temple School in Los Angeles Chinatown, along

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You, Byeong-keun, and Na Liu. "Stakeholder Views on the Roles, Challenges, and Future Prospects of Korean and Chinese Heritage Language-Community Language Schools in Phoenix: A Comparative Study." Heritage Language Journal 8, no. 3 (2011): 359–84. http://dx.doi.org/10.46538/hlj.8.3.4.

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This study examines stakeholders’ perspectives on Korean and Chinese heritage language and community language (HL-CL) schools and education in the Phoenix Metropolitan Area, Arizona. It investigates and compares the roles, major challenges, and future prospects of Korean and Chinese HL-CL schools as viewed by principals, teachers, and parents. To conduct the comparative study, surveys were administered among Korean and Chinese teachers and parents from five Korean and five Chinese HL-CL schools in the Phoenix area. In an effort to strengthen the study’s validity, we also chose two Korean and t

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Aleksachin, A. N. "Schools of Chinese, Vietnamese, Burmese, Laotian, Thai and Khmer languages." MGIMO Review of International Relations, no. 5(38) (October 28, 2014): 264–66. http://dx.doi.org/10.24833/2071-8160-2014-5-38-264-266.

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School of teaching Chinese, Vietnamese, Burmese, Laotian, Thai and Khmer languages functions under the same title as the department, which was established in 1954 at the Department of Chinese Language of the Moscow Institute of Oriental Studies. MGIMO graduates with the knowledge of the Chinese language are successfully working in the structural units of the Russian foreign Ministry and all over the world, in various government agencies and major companies. Currently, the number of students studying Chinese language is 128 people as a first language.

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Mulawarni, Mulawarni. "Error Analysis on Han Character Stroke Writing (汉字 Hànzì) of Mandarin Language Teachers (Participants on Training for Senior High Schools/Vocational Schools/ Islamic High Schools Chinese Language Teachers on Critical Literacy and HOTS)". BAHTERA : Jurnal Pendidikan Bahasa dan Sastra 18, № 2 (2019): 155–65. http://dx.doi.org/10.21009/bahtera.182.05.

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ABSTRACT Mandarin language has been one of the subjects in 2013 Curriculum as one of the foreign languages taught in schools starting from elementary to universities. Due to high interest in Chinese language in opening career opportunities to people who can master the language, there is also an increase of interest on not only the language but also on how to teach the language. Teachers in this context the teachers of Mandarin language at least master the basic of teaching Mandarin language in the five elements. On this matter, there are errors in the writing of Han Characters that occur

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Scrimgeour, Andrew. "Understanding the nature of performance." Describing School Achievement in Asian Languages for Diverse Learner Groups 35, no. 3 (2012): 312–38. http://dx.doi.org/10.1075/aral.35.3.05scr.

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While Chinese language learning in Australian schools is characterised by predominantly second language programs for learners who have had no prior exposure to the target language, there is increasing participation by Australian-born children who speak Putonghua (Mandarin) or another dialect at home. Curriculum and assessment frameworks and syllabuses at senior secondary level have responded to the diversity in learner background through the provision of separate curricula and assessment schemes for different learner groups based on country of birth, prior educational experience and languages

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Wang, Ze, Ti Zhang, Jingfei Liu, and Suzanne Yonke. "Co-teaching Chinese in middle schools and high schools." Chinese as a Second Language (漢語教學研究—美國中文教師學會學報). The journal of the Chinese Language Teachers Association, USA 54, no. 1 (2019): 1–30. http://dx.doi.org/10.1075/csl.17027.wan.

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Abstract This study investigates the co-teaching practices implemented in Chinese language teaching in middle schools and high schools in a school district in the Midwestern United States. With the overarching question of how co-teaching with a native speaker teacher and a language expert teacher enhances the teaching and learning process of Chinese, this study examines co-teachers’ past experiences, their roles and experiences in the co-taught Chinese classes, and their perceptions of student learning and of partner teachers’ experiences, as well as students’ motivational perceptions and clas

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Qin, XIE, and Stephen Andrews. "Language and Literature Division, Faculty of Education, Hong Kong University." Language Teaching 43, no. 1 (2009): 108–12. http://dx.doi.org/10.1017/s0261444809990243.

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The Language and Literature Division (LLD) is the largest of the six divisions of the Faculty of Education, University of Hong Kong (HKU). It is currently home to 34 academic staff, who specialize either in the fields of Chinese Language, English Language and/or Literature Education, and to 60 full-time and 28 part-time doctoral students, who are researching a wide range of topics including subjects as diverse as corpus-aided language learning, task-based language teaching in primary schools, the English writing of Chinese undergraduates, and the impact of school-based assessment. Staff are ve

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Iwashita, Noriko, and Irene Liem. "Factors affecting second language achievement in primary school." Australian Review of Applied Linguistics 28, no. 1 (2005): 36–51. http://dx.doi.org/10.1075/aral.28.1.03iwa.

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Abstract This study investigates achievement in second language learning (Chinese) in primary school in relation to learner variables such as amount and duration of instruction and home language background.1 Currently in the State of Victoria it is recommended that all students learn a second language from the beginning of primary school to the end of Year 10. As the majority of students in some LOTE (Languages Other Than English) classes such as Chinese are background speakers, some parents and teachers are concerned that non-background learners can be disadvantaged compared with classmates w

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Pu, Chang. "Community-Based Heritage Language Schools: A Chinese Example." Kappa Delta Pi Record 48, no. 1 (2012): 29–34. http://dx.doi.org/10.1080/00228958.2012.654717.

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Orton, Jane. "Issues in Chinese Language Teaching in Australian Schools." Chinese Education & Society 49, no. 6 (2016): 369–75. http://dx.doi.org/10.1080/10611932.2016.1283929.

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Sun, Bongkyu. "The Language Use of Korean-Chinese Language Teachers and the Development of Korean-Chinese Schools." Journal of Humanities and Social sciences 21 10, no. 6 (2019): 1799–812. http://dx.doi.org/10.22143/hss21.10.6.132.

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Dai, Fan. "English-language creative writing by Chinese university students." English Today 28, no. 3 (2012): 21–26. http://dx.doi.org/10.1017/s0266078412000259.

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In China, most universities have a school of foreign languages, where students majoring in English, German, French, Japanese, and other languages study the language for the first two years, and take introductory courses in the linguistics and literature of the language concerned, and then progress to higher-level linguistic and literary courses, as well as translation studies. English is the most popular foreign language in China, and, with the improvement of English teaching in high schools, the average student entering university now has a higher level of English proficiency than previous ge

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Yuqin, Wang. "Chinese Language Promotion Activities in Romanian Primary and Secondary Schools." Management of Sustainable Development 8, no. 2 (2016): 37–38. http://dx.doi.org/10.1515/msd-2017-0007.

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Abstract In recent years, with the fast developing of Chinese economy and the bilateral exchanges between China and Romania, more and more Romanian students are willing to learn Chinese. In this context, to analysis how the Chinese teaching activities is taking in the Romanian Primary and Secondary schools, would be very helpful for making both Chinese teaching and learning process more effectively and efficiently.

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S. Bauer, Robert. "The Hong Kong Speech Community’s Cantonese and Other Languages." Global Chinese 1, no. 1 (2015): 27–55. http://dx.doi.org/10.1515/glochi-2015-1002.

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Abstract The Hong Kong speech community distinguishes itself from others in China by predominantly speaking Cantonese, a South China regional variety which is mutually unintelligible with Putonghua (or Mandarin), China’s official, national language. While Hong Kong is officially (but ambiguously) bilingual in 中文 ‘Chinese’ and 英文 ‘English’, yet simply in terms of its numbers of speakers, social domains in which it is spoken, and deliberate choice by the broadcast media, Cantonese unquestionably serves as Hong Kong’s de facto official spoken language. Other Chinese varieties (or dialects) and no

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Collins, Alan. "Chinese Educationalists in Malaysia: Defenders of Chinese Identity." Asian Survey 46, no. 2 (2006): 298–318. http://dx.doi.org/10.1525/as.2006.46.2.298.

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During 2002 the Malaysian government announced that English would be the language of instruction used in all primary schools to teach science and math. This decision was called ““The Final Solution”” by Chinese educationalists. This article shows how these professionals have sought to safeguard the character of Chinese primary schools, important transmitters of identity from one generation to the next, by acting as a pressure group against this new policy.

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Li, Mengying. "The Role of Parents in Chinese Heritage-Language Schools." Bilingual Research Journal 29, no. 1 (2005): 197–207. http://dx.doi.org/10.1080/15235882.2005.10162831.

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Tse, Shek Kam, Cheong Yam Leung, Pik Fong Tsui, Kit Yee Chan, and Mei Chi Kwok. "A Longitudinal Investigation into the Chinese Language Development of Non-Chinese Speaking Preschoolers in Hong Kong." Journal of Language Teaching and Research 12, no. 1 (2021): 183. http://dx.doi.org/10.17507/jltr.1201.20.

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Learning Chinese as a second language is challenging for non-Chinese speaking population in Hong Kong. In order to facilitate the Chinese learning of this group of people, understanding their trajectory of Chinese language development is crucial. The present longitudinal study follows 88 non-Chinese speaking preschoolers in 4 time points, from their K1 to K3, in order to have a grasp of their Chinese language development in three key aspects, namely listening, speaking and reading. Results showed that non-Chinese speaking preschoolers progressed their Chinese language proficiency over time in

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Pellin, Tommaso. "The introduction of English grammar studies into China in the 19thcentury." Histoire Epistémologie Langage 41, no. 1 (2019): 79–96. http://dx.doi.org/10.1051/hel/2019007.

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During the first half of the 19th century, Protestant missionaries based in China started teaching some English to the students attending their schools; in the second half of the century Chinese scholars opened their own language schools and wrote their grammarbooks of English.This contribution describes four of the grammarbooks for English that marked milestones in that period: Morrison’sA Grammar of the English Language(1823), Lobscheid’sChinese-English grammar(1864), Cáo Xiāng’sYīngzìrùmén(1874), and Wāng Fèngzǎo’sYīngwén jǔyú(1878). Its aim is to sketch the lines of the introduction of som

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PETROVČIČ, Mateja. "Chinese as a Foreign Language in Slovene Upper Secondary Education and Outline of Curriculum Renewal." Acta Linguistica Asiatica 8, no. 1 (2018): 27–37. http://dx.doi.org/10.4312/ala.8.1.27-37.

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This paper presents the position of Chinese in Slovene educational system. In most European countries, including Slovenia, the first foreign language is introduced in the lower grades of primary education, and the second foreign language as a compulsory subject is added a few years later, when students enter upper secondary education (ISCED 3). At the same time, the third foreign language may be added to the regular courses. Schools choose languages from a set list, and Chinese is one of the languages that can be taught at the ISCED 3 level. It is not available as second foreign language yet,

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Gill, Saran Kaur. "Shift in language policy in Malaysia." AILA Review 20 (December 31, 2007): 106–22. http://dx.doi.org/10.1075/aila.20.09gil.

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Malaysia experienced a major shift in language policy in 2003 for the subjects of science and maths. This meant a change in the language of education for both national and national-type schools. For national schools, this resulted in a shift from Bahasa Malaysia, the national language to English. Parallel with this, to ensure homogeneity of impact of change, the State persuaded the national-type schools, which have been utilizing the language of community, Mandarin and Tamil respectively, as medium of instruction since independence in 1957, to shift to English for the teaching of science and m

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Zhao, K. "Localising Chinese language curriculum construction: A case study in an Australian primary school." Global Chinese 6, no. 2 (2020): 263–88. http://dx.doi.org/10.1515/glochi-2020-0014.

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Abstract Chinese is now the second most commonly spoken language in Australia. There is a growing interest in learning Chinese in local schools. However, it is reported that the principally English-speaking learners in Australia have great difficulties and challenges in learning Chinese. The high dropout rate in Chinese courses demonstrates this. This paper presents a case study conducted in a local public school in New South Wales. The purpose of this study is to explore and employ the local students’ daily recurring sociolinguistic activities, performed in English at school, for creating sui

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Chan, Chen Hie, and Azlina Abdul Aziz. "Employment of Language Learning Strategies by Chinese School Learners in Learning ESL Vocabulary." Malaysian Journal of Social Sciences and Humanities (MJSSH) 6, no. 3 (2021): 330–39. http://dx.doi.org/10.47405/mjssh.v6i3.707.

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Language Learning Strategies (LLS) are widely implemented in the learning of English as a second language (ESL). In order to make the language communicable, vocabulary is the main element to cope by the ESL learners. Hence, LLS is helpful in aiding the learners to develop the ESL vocabulary effectively according to the learners’ needs. Derived from the issue, the study is aiming to identify the best strategies among Chinese school learners as they share the same environment background in learning ESL vocabulary. A survey was distributed through google form to all the Chinese primary schools in

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이선희. "The Language Learning Beliefs of the Chinese Language Learners' in Korean High Schools." Journal of Chinese Language and Literature ll, no. 54 (2012): 121–47. http://dx.doi.org/10.26586/chls.2012..54.005.

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Liu, Guobing, and Yafei Zhang. "The Production-oriented Approach to Teaching English Writing in Chinese Junior High Schools." Journal of Language Teaching and Research 10, no. 6 (2019): 1288. http://dx.doi.org/10.17507/jltr.1006.18.

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With the acceleration of globalization, English communicative competence has become a necessary ability in modern society. The teaching of English writing in junior high schools not only improves students’ comprehensive language ability, but also lays a favorable foundation for their future English learning. Writing classes should highlight the importance of writing. But in fact, students’ actual output is neglected. The writing classes exist in name only. Based on the above questions, this research attempts to apply the Production-Oriented Approach (POA) in junior high school English writing

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Zhang, Chang, and Hongfei Wang. "The Development of Chinese Language Education in Ireland: Issues and Prospects." TEANGA, the Journal of the Irish Association for Applied Linguistics 25 (November 15, 2018): 34–51. http://dx.doi.org/10.35903/teanga.v25i0.48.

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There has been a massive growth in trade and communication between Ireland and China in the past decade. Under such influence, Irish third level institutions have established Chinese or Chinese-related degree programmes, and post-primary schools have been offering Chinese courses as Transition Year1 modules. However, the continuous development of Chinese language education in Ireland also faces many challenges. Though the Junior Cycle Short Course2 in Chinese has been designed and published for three years now, there are still very few schools offering this course for a variety of educational

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Marsh, Herbert, Kit-Tai Hau, and Chit-Kwong Kong. "Late Immersion and Language of Instruction in Hong Kong High Schools: Achievement Growth in Language and Nonlanguage Subjects." Harvard Educational Review 70, no. 3 (2000): 302–47. http://dx.doi.org/10.17763/haer.70.3.gm047588386655k5.

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In this article, Herbert Marsh, Kit-Tai Hau, and Chit-Kwong Kong evaluate the effects of instruction in the first language (Chinese) and the second language (English) on achievement using multilevel growth models for a large representative sample of Hong Kong students during their first three years of high school. For nonlanguage subjects, late immersion in English as the language of instruction had large negative effects. Immersion in English did have positive effects on English and, to a smaller extent, Chinese language achievement, but these effects were small relative to the large negative

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Sun, Baoqi, Chin Ee Loh, and Xiao Lan Curdt-Christiansen. "Leisure reading in multilingual Singapore." Journal of Multilingual Theories and Practices 1, no. 2 (2020): 313–39. http://dx.doi.org/10.1558/jmtp.17610.

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What are bilingual children reading? Do children who enjoy reading books in one language also enjoy reading books in the other language? Drawing on survey data from 1,312 children (aged 9–11) in two government primary schools in Singapore, this study examined reading enjoyment, habits and preferences of two groups of bilingual children – English-Chinese and English-Malay bilingual children. Results showed that children generally enjoyed reading in English more than reading in Chinese/Malay, and that they read English books more often and for longer duration. Within each language, reading enjoy

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Chuo, Mei-Hsiu. "Innovation Drama Teaching of “New Pinocchio” in Chinese Language Learning: Action Research." PAROLE: Journal of Linguistics and Education 9, no. 1 (2019): 24. http://dx.doi.org/10.14710/parole.v9i1.24-30.

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The prevalence of learning Chinese in the United States is very popular with the learning Chinese language throughout the world. This atmosphere is very encouraging for children in Chinese schools and improves their learning motivation. This research is action research and the purpose of this study is (1) to explore the current situation of teaching Chinese in the United States and to answer the research questions based on the reaction and self-reflection of young children, (2) to revise teaching materials and teaching methods during the research, (3) to utilize the innovation story theater mo

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Sun, Ming, and Sarah Braeye. "Comparing Supplementary Ethnic Schools and the Academic Achievement of Chinese Immigrant Students in Quebec and Flanders." Diversité urbaine 12, no. 1 (2013): 105–24. http://dx.doi.org/10.7202/1019214ar.

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Supplementary or extra-curricular ethnic schools have been neglected in the research literature, especially in non-English speaking contexts such as Quebec and Flanders. Yet they are important for understanding the influence of ethnic social structures on the educational integration and academic achievement of immigrant students. From a comparative perspective, this paper focuses on the response of Chinese language schools to the educational needs of Chinese youth. Data were collected through ethnographic observations in Chinese schools in Quebec and Flanders,1 as well as in semi-structured in

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Keynton, Janice. "Classroom learners of Chinese in senior secondary school." Australian Review of Applied Linguistics 41, no. 3 (2018): 280–306. http://dx.doi.org/10.1075/aral.17087.key.

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Abstract This study looks at the Chinese-learning experiences of six classroom learners who continued to the end of secondary school in Victoria, Australia, through in-depth interviews. Various systemic deterrents to continued Chinese language study are identified by the participants, including: (1) the schooling journey, including transition between primary and high school and disruption from uninterested students in compulsory classes; (2) the curriculum and the learning demands dictated by the form of assessment; (3) the risk of poor assessment results prejudicing post-school study options,

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Yusof, Zairosni, Mohd Ra’in Shaari, and Adenan Ayob. "PEDAGOGY GRAMMAR SELECTION PRACTICE AMONG MALAY LANGUAGE PRIMARY TEACHER IN PRIMARY SCHOOL." International Journal of Humanities, Philosophy and Language 3, no. 9 (2020): 36–43. http://dx.doi.org/10.35631/ijhpl.39005.

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This study focuses on the practice of selecting pedagogical grammar in primary school. In terms of objective, the study examines the selection of pedagogical grammar practices via contextual grammar by Malay Language teachers in primary schools. The objective of this study was to identify the selection of pedagogical grammar practices via contextual in teaching and learning (PDP) by the Malay Language in primary school. The research question is: What is the score of a selection of pedagogical grammar practices via contextual in teaching and learning (PDP) by the Malay Language in primary schoo

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Domos, Erma. "MOTIVASI SISWA SMA TERHADAP PELAJARAN BAHASA MANDARIN." Inovbiz: Jurnal Inovasi Bisnis 6, no. 2 (2019): 195. http://dx.doi.org/10.35314/inovbiz.v6i2.876.

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In the opinion of Indonesian schools, Chinese study has one short coming. This continued for 30 years making many young Indonesians cannot speak Chinese language (Mandarin) and unable to speak dialect too. As society progresses, Chinese once again became Indonesians second language without the auxiliary aid of parents, the teaching of Indonesian literature and language rested on the teacher. Under this special conditions, no one has researched into the Indonesian students method of studying Chinese Language. The author admits personality affect and so does family background, race hence educati

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Kurniawan, Budi, and Setefanus Suprajitno. "Chinese as a Cultural Capital: The Case Study of Chinese Heritage Language Learners." k@ta 21, no. 1 (2019): 1–9. http://dx.doi.org/10.9744/kata.21.1.1-9.

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Chinese language education in Indonesia is closely related to the social, political, and cultural dimensions of the country. The change of power in the country in 1998 affected the development of Chinese language. Since the ban imposed on Chinese language and culture since 1965 was lifted, there have been an increasing number of Chinese language schools. Under the theoretical frameworks of Gardner’s motivational orientations and Bourdieu’s cultural capital, this study explored varied motivations of Chinese Indonesians to learn Chinese, and how their perception of China influenced their efforts

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Zhu, Pinfan. "Translation of Traditional Chinese Medicine: Gains vs. Losses." International Journal of Linguistics, Literature and Translation 3, no. 8 (2021): 01–07. http://dx.doi.org/10.32996/ijllt.2021.4.8.1.

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Translation criteria have always been a controversial topic in contemporary discourse. Depending on the preference for valuing the cultural messages of the source language or valuing the acceptability of the target language, translation theorists mainly fall within two schools: the adaptation school and the alienation school. However, whatever criterion is used, gains and losses are inevitable in the process of translation. In this article, the author, through textual analyses, proves this argument by providing specific findings from the case study of Traditional Chinese Medicine translation.

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Hsin, Shih-Chang, Ching-Wei Wang, and Yu-Hui Huang. "An International Cooperative Model of Online Chinese Courses." International Journal of Humanities and Arts Computing 8, supplement (2014): 95–106. http://dx.doi.org/10.3366/ijhac.2014.0101.

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This research project attempts to build a new cooperative model with the superintendents of school districts of various states in the United States. The idea behind the project is based on the urgent need of Mandarin Chinese courses in middle school level in the US. Since most school districts encounter the problem of not having enough Chinese teachers or teaching resources, offering Chinese courses through internet videoconferencing from Taiwan could be a feasible solution. This project involved some aspects including teaching materials design specifically for online instruction, communicatio

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Yang, Juan. "What makes learning Chinese characters difficult? The voice of students from English secondary schools." Journal of Chinese Writing Systems 2, no. 1 (2018): 35–41. http://dx.doi.org/10.1177/2513850217748501.

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This study initially investigated the beliefs of beginner learners of Chinese as a foreign language (CFL) about the difficulties of learning Chinese and how they can overcome the difficulties they encounter. Pupils (179) from two state secondary schools in England responded to a Likert scale questionnaire and shared their views in interviews. Surprisingly, pupils think that character recognition is more difficult than their production. They also showed their concern about homophones in Chinese and the lack of links between the sound and logography of characters. In order to make good progress

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Yang, Wenzhong Eric. "Chinese Language Maintenance: A Study of Chinese-American Parental Perceptions and Activities." Journal of Chinese Overseas 3, no. 2 (2007): 220–38. http://dx.doi.org/10.1163/179325407788639704.

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AbstractThis study focuses on Chinese-American parents' perceptions of their children's Chinese language use and proficiency. The sites for this study were weekend Chinese schools in New Jersey, Pennsylvania, and New York. A self-administered survey was conducted by using a random sample of 209 parents from different backgrounds. Results have indicated that these Chinese-American parents had high expectations of their children's Chinese language proficiency and tried to maintain their unique Chinese heritage and culture. When comparing parental perceptions of different groups, significant diff

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ZHENG, QIN. "Relationships among Acculturative Stress, Chinese and Korean Language Competency, and School Adjustment among Adolescents at Chinese Schools in Korea." Convergence of Humanities, Social Science an Art’s Academy 3, no. 2 (2019): 31–56. http://dx.doi.org/10.37846/soch.3.2.31.

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Min, Huang, and Cheng Kangdi. "A Standalone but not Lonely Language: Chinese Linguistic Environment and Education in Singapore Context." Journal of Education and Learning 5, no. 4 (2016): 221. http://dx.doi.org/10.5539/jel.v5n4p221.

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<p>Bilingual education policy in Singapore permits the students learn both English as working language and mother tongues, such as Chinese, as L2 anchoring to culture heritage. Starting from historical and sociolinguistic reasons, this paper is intended to provide a panoramic view of Chinese education in Singapore, clarify and compare Chinese education syllabi on different levels from primary schools to pre-university schools, cover social movement support on promoting Chinese learning and use in this multilingual society. Meanwhile, Singapore’s success in bilingual education cannot hide

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Othman, Azam, and Norbaiduri Ruslan. "Intercultural communication experiences among students and teachers: implication to in-service teacher professional development." Journal for Multicultural Education 14, no. 3/4 (2020): 223–38. http://dx.doi.org/10.1108/jme-04-2020-0024.

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Purpose This paper aims to present the qualitative findings on students’ and teachers’ experiences in communicating and interacting with students and teachers from different ethnic backgrounds in the Malaysian vision schools initiative. Design/methodology/approach Face-to-face interviews were conducted involving 15 informants comprising of three headteachers, three teachers and nine students. The interviews centred on the informants’ experiences and views living and experiencing the reality of the vision schools which is comprising three major races; Malays, Chinese and Indians; which is repre

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Chung, May F. "“I Call Them My Little Chinese Kids”: Parents’ Identities and Language Ideologies in a Mandarin-English Dual Language Immersion School." Journal of Culture and Values in Education 3, no. 2 (2020): 179–95. http://dx.doi.org/10.46303/jcve.2020.19.

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Research on bilingual education presents clear advantages for children’s linguistic, cognitive, and social development. However, recent criticism of dual language education programs has led to claims of dual language education as a marker of elite bilingualism or that parents play their roles as socially accepted “good parents” by sending their child to a bilingual school. This paper presents the linguistic ideologies of parents of students enrolled in two Chinese-English dual language schools in the MidAtlantic U.S. Qualitative data were obtained from in-depth interviews with 21 parents (moth

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Zhu, Meifang, and Jianping Xie. "English Vocabulary Attrition of Young Chinese EFL Learners." International Journal of Linguistics 11, no. 3 (2019): 70. http://dx.doi.org/10.5296/ijl.v11i3.14846.

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Language attrition, the reverse process of acquisition, is part of the field of language acquisition, and vocabulary is the first and most frequent linguistic unit that suffers attrition. Vocabulary attrition of young L2 learners deserves special attention because a successful language learning experience at the early stage facilitates learners’ later learning efficiency. However, research on young L2 learners’ vocabulary attrition seem scant in the current literature. Such being the case, this study investigates 72 Chinese primary school EFL learners’ English vocabulary attrition after an int

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إبراهيم, عباس شمس الدين. "تعليم اللغة العربية في غانا: التحديات والحلول". Al-Ma‘rifah 15, № 1 (2018): 1–23. http://dx.doi.org/10.21009/almakrifah.15.01.01.

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The research on the subject of Arabic language education in Ghana addresses challenges and solutions. It highlights the challenges faced by Arabic language education in Ghana from (al-kuttab), schools, institutes, and universities, and presents possible solutions to challenges through the use of the analytical and analytical approach. Living in Ghana, with no official bodies responsible for the development of Arabic in schools, the development of curriculum development and development, the status and development of teachers, and the lack of adequate support from Arab countries for Arabic, as d

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Wong, Amy Wing-mei. "New York City English and second generation Chinese Americans." English Today 26, no. 3 (2010): 3–11. http://dx.doi.org/10.1017/s0266078410000167.

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Although Chinese Americans set up Chinese heritage language schools as early as 1848 to preserve the heritage language and to promote a sense of ethnic identity among their American-born children (Chao, 1997), there is strong evidence that language shift to English is taking place rather rapidly within the Chinese communities across the U.S. Data from the 2006 ACS show that while only 34.1 percent of first generation (i.e. foreign-born) Chinese Americans reported speaking ‘English very well’, the percentages rise dramatically for those who are American-born (i.e. second generation and beyond)

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Tse Crepaldi, Yvonne. "Language, culture and identity in two Chinese community schools. More than one way of being Chinese?" Language and Education 35, no. 4 (2021): 375–77. http://dx.doi.org/10.1080/09500782.2020.1864394.

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Ma, Maggie, and Gavin Bui. "Chinese secondary school teachers’ conceptions of L2 assessment: A mixed-methods study." Studies in Second Language Learning and Teaching 11, no. 3 (2021): 445–72. http://dx.doi.org/10.14746/ssllt.2021.11.3.7.

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Teacher conceptions of assessment influence their implementation of learning-focused assessment initiatives as advocated in many educational policy documents. This mixed-methods study investigated Chinese secondary school teachers’ conceptions of L2 assessment in the context of an exam-oriented educational system which emphasizes English grammar, vocabulary and reading comprehension skills. For the quantitative part of the study, survey data were collected to gauge the conceptions of assessment held by 66 senior secondary EFL teachers from six schools in Eastern China. For the qualitative part

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