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Loving the Language: The Choice, Marketing, and Impact of Mandarin Immersion
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Teaching Standards, Approaches, and Techniques for K-12 Chinese Classes in the US
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In: Chinese Language Teaching Methodology and Technology (2020)
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Abstract:
K-12 is the term used to denote the primary and secondary education system in the U.S., from kindergarten to 12th grade. Second language education is critically important, especially for Chinese language, which has become the fourth most widely taught foreign language at the K-12 levels in the country. This thesis addresses K-12 foreign language frameworks and content standards, as well as discusses and summarizes effective teaching approaches and techniques for K-12 Chinese Classes in the US; and therefore, provides a reference for teachers, schools, and educational institutions. This thesis includes three parts: Part One summarizes K-12 Chinese education in the U.S. It then introduces and analyzes the national standards for foreign language education, as well as state policy and standards of K-12 world language study in New York and California. Part Two introduces and analyzes some widely practiced second language teaching approaches at K-12 level. Part Three concludes with 25 effective teaching and learning activities for K-12 Chinese classes, based on the author’s experience of setting up and developing a Chinese program and the investigation of K-12 Chinese teachers in the U.S.
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Keyword:
5C standards; Early Childhood; Educational Methods; Elementary Education and Teaching; Intermediate; International and Comparative Education; Junior High; K-12 Chinese class activities; Kindergarten Teacher Education; Language and Literacy Education; Middle School Education and Teaching; OWL; Performance Culture Approach; Pre-Elementary; Secondary Education and Teaching; TPR; TPRS
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URL: https://engagedscholarship.csuohio.edu/cgi/viewcontent.cgi?article=1050&context=cltmt https://engagedscholarship.csuohio.edu/cltmt/vol2/iss2/8
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Schreibenlernen erfordert mehr als "phonologische Bewusstheit". Eine Längsschnittstudie zur Entwicklung sprachanalytischer Fähigkeiten von Schulanfängern
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In: Valtin, Renate [Hrsg.]; Naegele, Ingrid [Hrsg.]: "Schreiben ist wichtig!". Grundlagen und Beispiele für kommunikatives Schreiben(lernen). 4. Auflage. Frankfurt a.M. : Arbeitskreis Grundschule e.V. 1994, S. 23-53. - (Beiträge zur Reform der Grundschule; 67/68) (2020)
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Schreibenlernen erfordert mehr als "phonologische Bewusstheit". Eine Längsschnittstudie zur Entwicklung sprachanalytischer Fähigkeiten von Schulanfängern ...
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Zur Rekonstruktion der Verständigung im fremdsprachlichen Klassenzimmer - Methodologische Grundlagen, blinde Flecken und empirische Herausforderungen
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In: Jahrbuch Dokumentarische Methode. Heft 2-3/2020 ; 2-3/2020 ; JDM - Jahrbuch Dokumentarische Methode ; 433-452 (2020)
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Fremdsprachenunterricht als Fall der dokumentarischen Unterrichtsforschung: eine Replik zum Beitrag von Bernd Tesch
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In: Jahrbuch Dokumentarische Methode. Heft 2-3/2020 ; 2-3/2020 ; JDM - Jahrbuch Dokumentarische Methode ; 453-456 (2020)
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SMARTPHONES DURING CLASS BREAK: A STUDY AT THE FEDERAL INSTITUTE OF SERGIPE – SÃO CRISTÓVÃO CAMPUS ; SMARTPHONES NO INTERVALO ESCOLAR: UM ESTUDO NO INSTITUTO FEDERAL DE SERGIPE – CAMPUS SÃO CRISTÓVÃO
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In: Intercâmbio. Revista do Programa de Estudos Pós-Graduados em Linguística Aplicada e Estudos da Linguagem. ISSN 2237-759X; v. 45 (2020): Tecnologias, mídias e EaD na era global-digital ; 2237-759X ; 1413-4055 (2020)
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Tides of the changing same : race, class, gender and school choice in neoliberal times ...
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正念練習應用於台灣國中生英文學習 ; Mindfulness Practices In English Learning For Taiwanese Junior High School Students
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Beziehungen in pädagogischen Arbeitsfeldern und ihren Transitionen über die Lebensalter
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In: Bad Heilbrunn : Verlag Julius Klinkhardt 2019, 333 S. (2019)
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Teachers' beliefs and strategies when teaching reading in multilingual settings. Case studies in German, Swedish and Chilean grade 4 classrooms
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In: Berlin : Logos Verlag 2019, 310 S. - (Zugl.: Weingarten, Univ., Diss., 2018) (2019)
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Non ignarus docendi. Impulse zur kohärenten Gestaltung von Fachlichkeit und von Mehrsprachigkeitsdidaktik in der Lateinlehrerbildung
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In: Bad Heilbrunn : Verlag Julius Klinkhardt 2019, 254 S. (2019)
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Inklusive Sprach(en)bildung. Ein interdisziplinärer Blick auf das Verhältnis von Inklusion und Sprachbildung
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In: Bad Heilbrunn : Verlag Julius Klinkhardt 2019, 154 S. - (Interdisziplinäre Beiträge zur Inklusionsforschung) (2019)
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Fünf Jahre flächendeckende Bildungsstandardüberprüfungen in Österreich. Vertiefende Analysen zum Zyklus 2012 bis 2016
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In: Münster ; New York : Waxmann 2019, 258 S. - (Kompetenzmessungen im österreichischen Schulsystem: Analysen, Methoden & Perspektiven; 1) (2019)
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Inklusives Lehren und Lernen. Allgemein- und fachdidaktische Grundlagen
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In: Bad Heilbrunn : Verlag Julius Klinkhardt 2019, 209 S. - (Interdisziplinäre Beiträge zur Inklusionsforschung ; forschung klinkhardt) (2019)
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Teachers' beliefs and strategies when teaching reading in multilingual settings. Case studies in German, Swedish and Chilean grade 4 classrooms ...
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'Below English Line': an ethnographic exploration of class and the English language in post-liberalization India
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In: Modern Asian Studies ; 52 ; 2 ; 576-608 (2019)
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Tides of the changing same : race, class, gender and school choice in neoliberal times
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Teacher Identity Construction in Teacher-Student Classroom Interactions
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In: Cross-Cultural Communication; Vol 15, No 4 (2019): Cross-Cultural Communication; 44-50 ; 1923-6700 ; 1712-8358 (2019)
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Class talk: habitus and class in parental narratives of school choice
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