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English Foreign and Second Language Literacy Instruction for Chinese Speakers: Future Directions and Implications
Mark Feng Teng1; Barry Lee Reynolds2
2019-05
Source PublicationEnglish Literacy Instruction for Chinese Speakers
Publication PlaceCham, Switzerland
PublisherPalgrave Macmillan
Pages369-378
Abstract

This chapter provides implications to consider in the development of second-language (L2) English literacy for pre- and primary, secondary, and tertiary learners in mainland China, Hong Kong, Macau, and Taiwan. Reflection on the chapters in this volume suggest the importance of (1) enhancing literacy instruction with a focus on lexical knowledge and focused feedback practices, (2) developing content knowledge for reading comprehension, (3) using assignment design as a way to promote extensive language practice outside the classroom, (4) giving attention to writing assessment, (5) allocating attention to different aspects of reading and writing programs, (6) becoming aware of cultural knowledge and norms associated with literate language use, (7) fostering thinking skills, and (8) adopting appropriate policies for developing language skills.

DOI10.1007/978-981-13-6653-6_22
Language英語English
ISBN9789811366529
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Document TypeBook chapter
CollectionUniversity of Macau
Affiliation1.Hong Kong Baptist Universit
2.University of Macau
Recommended Citation
GB/T 7714
Mark Feng Teng,Barry Lee Reynolds. English Foreign and Second Language Literacy Instruction for Chinese Speakers: Future Directions and Implications. Cham, Switzerland:Palgrave Macmillan,2019:369-378.
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