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Lueth Chinese Literacy

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Lueth Chinese Literacy

  1. 1. Research to Practice Chinese Literacy 2009 - Betsy Lueth, Yinghua Academy
  2. 2. The Questions <ul><li>How is learning to speak, read and write different with Chinese characters (related to English)? </li></ul><ul><li>How or when do we add pinyin, what characters should we use, what are the character count benchmarks we should use? </li></ul><ul><li>Where can I find research-based resources to teach the state and national standards with Chinese language at the same time? </li></ul>2009 - Betsy Lueth, Yinghua Academy
  3. 3. Levels of Emergent Literacy J.K. Buckwalter, Y.-H. Gloria Lo/Journal of Second Language Writing 11 (2002) 269-293 <ul><li>Foundational </li></ul><ul><li>Structural </li></ul><ul><li>Print rich environments necessary. </li></ul><ul><li>A relationship between print and oral language exists. </li></ul><ul><li>Conventions are necessary for written language to gain meaning. </li></ul><ul><li>Chinese uses morpho-syllabic characters. </li></ul><ul><li>Radical clues are critical to teach for meaning. </li></ul><ul><li>Phonetic clues happen irregularly. </li></ul>2009 - Betsy Lueth, Yinghua Academy
  4. 4. “ Strategies for Enhancing Emergent Literacy in Chinese Preschools” by Zhenyou Yu and Nancy Pine, National Reading Conference, December 2006, Los Angeles, California, USA Examples of the Foundational Level <ul><li>Varied vocabulary use. Rich oral language experience leads to better reading ability (Tabors, Snow & Dickenson, 2001) </li></ul><ul><li>Use of pictures and picture books for discussions with students. </li></ul><ul><li>Print rich environment. </li></ul><ul><li>Modeling reading and writing activities. </li></ul>2009 - Betsy Lueth, Yinghua Academy
  5. 5. “ Reading depends on writing, in Chinese” Li Hai Tan, John A. Spinks, Guinevere F. Eden, Charles A. Perfetti, and Wai Ting Siok; Proceedings of National Academy of Sciences (PNAS) June 14, 2005. vol. 102 Example of a Structural Level <ul><li>“ Significant spatial analysis is intrinsic in learning a Chinese character, and visual-orthographic processing is an important part of character reading” </li></ul><ul><li>“ Through writing, children learn to deconstruct characters into a unique pattern of strokes and components…” </li></ul>2009 - Betsy Lueth, Yinghua Academy
  6. 6. Some more research… <ul><li>In the book Chinese Children’s Reading Acquisition: Theoretical and Pedagogical Issues edited by Wenling Li, Janet S. Gaffney, and Jerome L. Packard, there are a few more thoughts: </li></ul><ul><li>There are some skills that are transferable between reading Chinese characters and English, primarily the concept of syllabication and print awareness. </li></ul><ul><li>Delaying the introduction of pinyin is o.k. in Chinese, phonological awareness may be less important if your mission is for your students to read and write characters. </li></ul><ul><li>The skills of radical identification and syllabication is much more important in learning to read and write characters, than the phonetic component of a compound character. </li></ul>2009 - Betsy Lueth, Yinghua Academy
  7. 7. Writing to Read vs. “Read First Write Later” <ul><li>“ Reading depends on writing, in Chinese” Li Hai Tan – 2005 National Academy of Sciences </li></ul><ul><li>TAKE AWAY: Writing characters in proper stroke order repeatedly allows students to remember radical configurations, and embeds meaning using visual and fine motor connections. </li></ul><ul><li>“ Reading does not depend on writing, even in Chinese” Yanchao Bi – 2008 Neuropsychologia </li></ul><ul><li>TAKE AWAY: Reading and writing are independent functions of the brain. Writing difficulty may have a relationship with reading difficulty in the acquisition stages. </li></ul>2009 - Betsy Lueth, Yinghua Academy
  8. 8. Language and Content Resources Building Our Own… <ul><li>Develop social language benchmarks </li></ul><ul><li>Develop and use a language-based lesson plan </li></ul><ul><li>Review elementary level materials for Chinese native speakers </li></ul><ul><li>Use theme based curriculum map with standards </li></ul><ul><li>Develop academic language requirements </li></ul><ul><li>Use a language approach for all content </li></ul><ul><li>Develop activities that promote student to student and student to teacher oral discussion and writing activities </li></ul>2009 - Betsy Lueth, Yinghua Academy

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