424,062 research outputs found

    第二外国語としての中国語教育

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    ANALYSIS OF THE TEACHING SITUATION OF CHINESE LANGUAGE COURSE IN JAKARTA (STUDY CASES ON FIVE CHINESE LANGUAGE COURSES IN NORTH JAKARTA)

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    Chinese language cram schools were the main force in Indonesian Chinese language education after the ban on Chinese language education in Indonesia was lifted. It was the most influential and representative form Chinese language education in Indonesia at that time. With the rapid development of Chinese language education, Chinese language cram schools are still an important part of Chinese language education. Chinese cram schools in Indonesia are countless and expanding. Especially in Jakarta, a large number of Chinese language cram schools have gathered.This situation provides many opportunities for Chinese learners and makes a great contribution to the development of Chinese education in Indonesia. It also exposes the insufficient number of teachers, poor teaching quality, weak learning motivation and teaching. There are many problems such as lack of equipment, lack of suitable teaching materials, and limited teaching space. This article aims to explore the relevant problems of Chinese cram schools students as the research goal and content. There are a large number of Chinese cram schools in Jakarta, so we selected 4 famous cram schools through a small survey as the research objects of this study. Through the surveys and interviews with students that would help to understand and grasp the current situation of Jakarta Chinese cram schools and then based on the survey results, explore the existing problems in Jakarta Chinese language cram schools and provides some suggestions

    Frontiers of L2 Chinese language education: a global perspective. Zhang, Y., & Gao, X. (Eds.) (2021). Routledge, Abingdon, 206 Pages, ISBN: 9781003169895

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    In recent decades, Chinese has become widely taught and learned as a second or foreign language. In addition to capturing current trends, research into Chinese language teaching and learning can contribute considerably to the development of second language theories. Yangyin Zhang and Xiaoping Gao collaborate on the edited volume Frontiers of L2 Chinese Language Education: A Global Perspective in the hope of contributing to theoretical research and instructional practices in teaching Chinese as a second/foreign language, as well as fostering academic dialogue in terms of Chinese language education. This volume aims to investigate the various methods for teachers in Chinese language education and seeks to offer a comprehensive picture for empirical studies with some fresh insight

    Pembauran Komunitas Tionghoa Muslim di Kudus 1961-1998.

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    This research discusses the assimilation process of Chinese moslem community in Kudus in the year 1961-1998 by using historical method. There are four factors which formed Chinese moslem community in Kudus, namely environment, education, marriage, and willingness. There are two unique typologies owned by Chinese moslem community, first, 'abangan' Chinese moslem and second, 'putihan' Chinese moslem. Behavioral configurations of social religiousness of abangan Chinese moslem still entangle ancestor's traditional procedures, such as doing worshiping to ancestor, celebrating Imlek, and installing to 'rajah' (tatto) Chinese. On the contrary, putihan Chinese moslem configurations have eliminated all ancestor's traditional procedures and they are active in running Islam teaching, like conducting shalat five times a day, holy fasting in ramadhan, zakat, and haji. The logical consequence from the assimilation process between Chinese moslem and native moslem is the decreasing orientation to ancestor's culture. The reduction orientation of the ancestor's culture can be seen from assimilation channels, such as name changing, marriage, communication and language, education, and earn living. Key Words: Chinese moslem, assimilation, religiousness, abangan, putiha

    Teaching English Language Learners from China

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    This research paper attempts to provide American teachers with important background information for teaching English language learners from China. The research is presented primarily for ESL teachers, but much of it would also be useful for any teacher or professor working with students of this description. The paper proceeds by exploring similarities and differences between 1. Chinese and English, 2. Chinese and American culture, and 3. Chinese and American education or classroom culture, considering all along the way the implications for teaching and working with these students

    Teaching Standards, Approaches, and Techniques for K-12 Chinese Classes in the US

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    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

    Chinese Heritage Culture and Language Initiative

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    Chinese Heritage Culture and Language Initiative Xiao-lei Wang (Professor) Xiao-lan Rong (Graduate Assistant) School of Education Initial Plan: Produce Chinese Heritage language lessons through traditional Chinese Holidays for afterschool activitie

    Teaching Standards, Approaches, and Techniques for K-12 Chinese Classes in the US

    Get PDF
    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

    Construction of Cultural Identity through Language Education of Junior-Senior High Schools in China during 1949-1997

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    The construction of cultural identity is a very complex issue and is affected by many factors, one of which is education. To make Chinese people acknowledge their own political civilization and cultural tradition, after the founding of the People's Republic of China in 1949, the Chinese education departments integrated Marxist education by using Chinese language courses in junior-senior high schools (JSHSs) as a medium. To achieve such integration, Chinese language courses must teach language knowledge while disseminating Marxism. A large number of works with Sinicized Marxism content was included in textbooks and interpreted according to relevant theories. Additionally, teachers of Chinese language courses must have high literacy regarding Marxist theory. Judging from the current social reality, the Chinese language courses in China’s JSHSs have prompted the adherence, identification and internalization of Marxism among JSHS students since the founding of the People’s Republic of China and have laid the foundation for the formation of a socio-political culture guided by Marxism in the general public

    Series Report 1: Establishment of Zhigang Liu\u27s Authentic Video Library

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    In foreign language education, a real text corpus plays a vital role. With years of Chinese language education experience, author Mr. Zhigang Liu continuously reflects and refines what and how he teaches. He has assembled a set of text corpus consisted of videos that are derived from film and television for use in practice, where the outcome has proven its effectiveness. This issue will feature Mr. Zhigang Liu’s vision behind his library of videos, including its initiative, progress, and method of use. This article serves as a general introduction of the database, covers the basis of its establishment, viability in Chinese language education, and several major features. Through this series of reports, it is hoped that it will be of help to the frontline of Chinese language education and, at the same time, provide encouragement for the professional development of educators who are inspired to achieve greatness in teaching Chinese language
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