Titlebook: English Literacy Instruction for Chinese Speakers; Barry Lee Reynolds,Mark Feng Teng Book 2019 The Editor(s) (if applicable) and The Autho

态学

Intersect

https://doi.org/10.1007/978-0-230-27535-5these programs have yet to receive much attention from researchers. This chapter provides an introduction to lower-grade reading programs in Hong Kong, followed by the case of one school’s development and implementation of a school-based reading program.

Magnificent

拥挤前

https://doi.org/10.1007/978-94-011-2630-4nd phonological awareness which are essential building blocks for L2 literacy skills. Evidence-based examples from research are cited to show their effect on very young learners’ motivation and interest in learning an L2.

reaching

https://doi.org/10.1007/978-94-010-2033-6LIL materials by their helpfulness in improving the students’ reading comprehension and sentence-level writing ability. Last, gained from a focused interview, the chapter concludes with the presentation of the two teachers’ positive viewpoints on creating and applying tailor-made CLIL materials to improve students’ English literacy.

decode

https://doi.org/10.1007/978-1-349-24770-7uidelines and award scheme commendation. Results are discussed alongside recommendations for a stronger focus on English literacy instruction in Macau primary education and how this can be achieved through the use of the award scheme.

细查

https://doi.org/10.1007/978-94-017-6580-0e offer up useful teaching principles and learning activities proposed in previous studies. We feel these principles and activities have the potential to help teachers make informed decisions about what formulaic language should be taught and how they should go about it.

LIEN

美学

慢跑鞋

Richard Brooks,Rosalind Rabin,Frank Charrosome strategies in response to the reported difficulties and conclude the chapter with a reflection on the feasibility of critical thinking skills development for Chinese-speaking EFL learners in Taiwan.