Coverart for item
The Resource English Literacy Instruction for Chinese Speakers, editors, Barry Lee Reynolds and Mark Feng Teng

English Literacy Instruction for Chinese Speakers, editors, Barry Lee Reynolds and Mark Feng Teng

Label
English Literacy Instruction for Chinese Speakers
Title
English Literacy Instruction for Chinese Speakers
Statement of responsibility
editors, Barry Lee Reynolds and Mark Feng Teng
Contributor
Subject
Language
eng
Dewey number
428.0071051
Index
index present
Literary form
non fiction
Nature of contents
  • dictionaries
  • bibliography
http://library.link/vocab/relatedWorkOrContributorName
  • Reynolds, Barry Lee,
  • Teng, Mark Feng,
http://library.link/vocab/subjectName
English language
Label
English Literacy Instruction for Chinese Speakers, editors, Barry Lee Reynolds and Mark Feng Teng
Instantiates
Publication
Antecedent source
unknown
Bibliography note
Includes bibliographical references and index
Color
multicolored
Contents
  • Intro; Preface; Acknowledgements; Contents; Notes on Contributors; Abbreviations; List of Figures; List of Tables; Part I Introduction; Chapter 1 English Foreign and Second Language Literacy Development for Chinese Speakers: What Do We Know?; Introduction; Overview of the Volume; References; Part II English Literacy Instruction for Pre-primary and Primary Education; Chapter 2 Developing a School-Based Reading Program for Lower-Grade Primary Learners: The Case of a Primary School in Hong Kong; Introduction; Hong Kong Educational Reforms; Government Programs; School-Based Programs; The School
  • RationaleDevelopment; Implementation; Lessons Learned; Align Assessments with Teaching and Learning; Align Differentiated Materials by Genre and Theme; Enhance Teachers' Knowledge and Skills in Program Development and Implementation; Conclusion; References; Chapter 3 Measuring the Vocabulary Knowledge of Hong Kong Primary School Second Language Learners Through Word Associations: Implications for Reading Literacy; Introduction; Literature Review; L2 Reading Literacy Development and Vocabulary Knowledge; Word Association as a Way to Measure L2 Learners' Vocabulary Structure/Knowledge
  • Two Key Factors That Influence WA Patterns: Word Knowledge and Word ClassMethodology; Participants; Test Instruments; Procedure; Data Analysis; Results and Discussion; The Influence of Word Knowledge on the WA Patterns; The Influence of Word Class on the WA Patterns; The Influence of Other Factors; Readers vs. Non-readers in the L2; The Age Influence on Encyclopedic WA; Reliance on L1 in Producing the L2 WA; Pedagogical Implications; Limitations of the Study; Conclusion; Appendix 1: Word Association Test and Vocabulary Knowledge Scale (English Version)
  • Appendix 2: Sample Word Association Test and Vocabulary Knowledge Scale Collected from StudentsReferences; Chapter 4 Second Language Literacy Instruction for Pre-primary Learners in Hong Kong: Using Stories, Songs, and Games; Introduction; Dual Challenges for Hong Kong Pre-primary L2 Learners: Formal Instruction in Low L2 Exposure Contexts; Distinctive Learning Needs of L2 Pre-primary Learners; Informal L2 Literacy Instruction Approach for Pre-primary Learners in Low L2 Exposure Contexts; Vocabulary and Phonological Awareness (PA) as Important Foundational Skills for Early Literacy
  • How Do Stories, Songs, and Games Develop Vocabulary and PA?Stories Contextualize Vocabulary Learning; Stories and PA; Using Songs, Chants, and Rhymes to Consolidate PA and Vocabulary; Songs and PA; Songs and Vocabulary Learning; Games Facilitate Vocabulary and PA; Games and Vocabulary Learning; Games to Develop PA and Phonics; Conclusion; Appendix 1; Appendix 2; References; Chapter 5 The Effectiveness of Tailor-Made Content and Language Integrated Learning Materials for Taiwanese Primary School Students' Literacy Development; Introduction; The Introduction of CLIL; What Is CLIL?
Control code
on1101966688
Dimensions
unknown
Extent
1 online resource
File format
unknown
Form of item
online
Isbn
9789811366536
Level of compression
unknown
Note
SpringerLink
Quality assurance targets
not applicable
Reformatting quality
unknown
Sound
unknown sound
Specific material designation
remote
System control number
(OCoLC)1101966688
Label
English Literacy Instruction for Chinese Speakers, editors, Barry Lee Reynolds and Mark Feng Teng
Publication
Antecedent source
unknown
Bibliography note
Includes bibliographical references and index
Color
multicolored
Contents
  • Intro; Preface; Acknowledgements; Contents; Notes on Contributors; Abbreviations; List of Figures; List of Tables; Part I Introduction; Chapter 1 English Foreign and Second Language Literacy Development for Chinese Speakers: What Do We Know?; Introduction; Overview of the Volume; References; Part II English Literacy Instruction for Pre-primary and Primary Education; Chapter 2 Developing a School-Based Reading Program for Lower-Grade Primary Learners: The Case of a Primary School in Hong Kong; Introduction; Hong Kong Educational Reforms; Government Programs; School-Based Programs; The School
  • RationaleDevelopment; Implementation; Lessons Learned; Align Assessments with Teaching and Learning; Align Differentiated Materials by Genre and Theme; Enhance Teachers' Knowledge and Skills in Program Development and Implementation; Conclusion; References; Chapter 3 Measuring the Vocabulary Knowledge of Hong Kong Primary School Second Language Learners Through Word Associations: Implications for Reading Literacy; Introduction; Literature Review; L2 Reading Literacy Development and Vocabulary Knowledge; Word Association as a Way to Measure L2 Learners' Vocabulary Structure/Knowledge
  • Two Key Factors That Influence WA Patterns: Word Knowledge and Word ClassMethodology; Participants; Test Instruments; Procedure; Data Analysis; Results and Discussion; The Influence of Word Knowledge on the WA Patterns; The Influence of Word Class on the WA Patterns; The Influence of Other Factors; Readers vs. Non-readers in the L2; The Age Influence on Encyclopedic WA; Reliance on L1 in Producing the L2 WA; Pedagogical Implications; Limitations of the Study; Conclusion; Appendix 1: Word Association Test and Vocabulary Knowledge Scale (English Version)
  • Appendix 2: Sample Word Association Test and Vocabulary Knowledge Scale Collected from StudentsReferences; Chapter 4 Second Language Literacy Instruction for Pre-primary Learners in Hong Kong: Using Stories, Songs, and Games; Introduction; Dual Challenges for Hong Kong Pre-primary L2 Learners: Formal Instruction in Low L2 Exposure Contexts; Distinctive Learning Needs of L2 Pre-primary Learners; Informal L2 Literacy Instruction Approach for Pre-primary Learners in Low L2 Exposure Contexts; Vocabulary and Phonological Awareness (PA) as Important Foundational Skills for Early Literacy
  • How Do Stories, Songs, and Games Develop Vocabulary and PA?Stories Contextualize Vocabulary Learning; Stories and PA; Using Songs, Chants, and Rhymes to Consolidate PA and Vocabulary; Songs and PA; Songs and Vocabulary Learning; Games Facilitate Vocabulary and PA; Games and Vocabulary Learning; Games to Develop PA and Phonics; Conclusion; Appendix 1; Appendix 2; References; Chapter 5 The Effectiveness of Tailor-Made Content and Language Integrated Learning Materials for Taiwanese Primary School Students' Literacy Development; Introduction; The Introduction of CLIL; What Is CLIL?
Control code
on1101966688
Dimensions
unknown
Extent
1 online resource
File format
unknown
Form of item
online
Isbn
9789811366536
Level of compression
unknown
Note
SpringerLink
Quality assurance targets
not applicable
Reformatting quality
unknown
Sound
unknown sound
Specific material designation
remote
System control number
(OCoLC)1101966688

Library Locations

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