Titlebook: Chinese Language Education in the United States; Jiening Ruan,Jie Zhang,Cynthia B. Leung Book 2016 Springer International Publishing Switz

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Practice and Research on Chinese Language Learning in Study Abroad Contexts,s of SA programs and provides practical guidance based on theories and empirical research results for administrators and educators to launch and ameliorate short or long-term SA programs. Both researchers and practitioners in the field of teaching Chinese as a foreign language in the U.S. can gain insights from this chapter.

adduction

,Chinese Language Teachers’ Pedagogical Adjustment and Classroom Management in Cross-Cultural Contexage teachers’ classroom management experiences and pedagogical adjustment in American schools. Following this, implications for teachers, teacher education, and professional development for CFL education in the U.S. are discussed. The chapter concludes with a summary and suggestions for future research directions.

Decrepit

Book 2016evels.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 forscholars and students interested in gaining a greater understanding of Chinese language education in the two countries and around the world..

MAIM

,Ein Blick zurück: Geschichte der Störung,ical and complicated role in the history of CFL education in both countries. This chapter supports the ecological perspective on language education and extends Cooper’s (Language planning and social change. Cambridge, UK: Cambridge University Press, .) language policy and planning framework to include forces at both top and grassroots levels.

Resign

,Ein Blick zurück: Geschichte der Störung, as implicitly assumed in current policies and initiatives, is unlikely to address the issue effectively. Chinese policy makers should consider alternative models and approaches to better facilitate the internationalization of the Chinese language.

不透明性

Historical Overview of Chinese Language Education for Speakers of Other Languages in China and the ical and complicated role in the history of CFL education in both countries. This chapter supports the ecological perspective on language education and extends Cooper’s (Language planning and social change. Cambridge, UK: Cambridge University Press, .) language policy and planning framework to include forces at both top and grassroots levels.

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