Among the four language skills,writing is the most clifficult to master.For second language(L2)learners,learning to write well presents the greatest challenge.It is even harder.As an L2 learnerand teacher,I have on on...Among the four language skills,writing is the most clifficult to master.For second language(L2)learners,learning to write well presents the greatest challenge.It is even harder.As an L2 learnerand teacher,I have on one hand experienced such difficulties in English writing as misspelling,grammatical errors,illogical organisation,a lack of vocabulary and sentence variety and a lack ofcohesion and focus.On the other hand,many similarities between Chinese and English writingtechniques are found in both classical and modern Chinese literature,writing modes and methodology.Both Chinese and English use writing techniques like comparison-contrast,cause-effect,illustration,description,narration,analogy,pun,irony,euphemism,parallelism and onomatopoeia.In展开更多
How can the education of teacher-researchers from China be framed in ways so that they might make Chinese learnable for primary and secondary school learners for whom English is their everyday language of instruction ...How can the education of teacher-researchers from China be framed in ways so that they might make Chinese learnable for primary and secondary school learners for whom English is their everyday language of instruction and communication.The concept“making Chinese learnable”and the characters of the language learners are explained in the introduction to the paper.The review of an extensive range of literature focuses on the challenges facing Chinese language education.This review of literature from China,the UK,the USA,and Australia leads to a focus on the need for improved teacher education in this field.We explain the theoretic-pedagogical framework for the education of Chinese language teacher-researchers from China.The“case”employed to develop this account an Australia-China partnership called the Research Oriented,School/Industry Engaged Teacher-Researcher Education(ROSETE)Program.Key aspects relating to the educational research process employed in this study are explained.The description of the ROSETE Program introduces the key ideas of“cross-sociolinguistic similarities”and“recurring everyday sociolinguistic activities.”The Ningbo Volunteers,as teacher-researcher candidates use these ideas to investigate efficient ways of making Chinese learnable for learners in Australian schools for whom English is their everyday language of instruction and communication.Through exploring these issues this paper addresses an important and under researched area.It provides inspiration for further teaching and research.展开更多
文摘Among the four language skills,writing is the most clifficult to master.For second language(L2)learners,learning to write well presents the greatest challenge.It is even harder.As an L2 learnerand teacher,I have on one hand experienced such difficulties in English writing as misspelling,grammatical errors,illogical organisation,a lack of vocabulary and sentence variety and a lack ofcohesion and focus.On the other hand,many similarities between Chinese and English writingtechniques are found in both classical and modern Chinese literature,writing modes and methodology.Both Chinese and English use writing techniques like comparison-contrast,cause-effect,illustration,description,narration,analogy,pun,irony,euphemism,parallelism and onomatopoeia.In
文摘How can the education of teacher-researchers from China be framed in ways so that they might make Chinese learnable for primary and secondary school learners for whom English is their everyday language of instruction and communication.The concept“making Chinese learnable”and the characters of the language learners are explained in the introduction to the paper.The review of an extensive range of literature focuses on the challenges facing Chinese language education.This review of literature from China,the UK,the USA,and Australia leads to a focus on the need for improved teacher education in this field.We explain the theoretic-pedagogical framework for the education of Chinese language teacher-researchers from China.The“case”employed to develop this account an Australia-China partnership called the Research Oriented,School/Industry Engaged Teacher-Researcher Education(ROSETE)Program.Key aspects relating to the educational research process employed in this study are explained.The description of the ROSETE Program introduces the key ideas of“cross-sociolinguistic similarities”and“recurring everyday sociolinguistic activities.”The Ningbo Volunteers,as teacher-researcher candidates use these ideas to investigate efficient ways of making Chinese learnable for learners in Australian schools for whom English is their everyday language of instruction and communication.Through exploring these issues this paper addresses an important and under researched area.It provides inspiration for further teaching and research.
