By Jiening Ruan, Jie Zhang, Cynthia B. Leung
This ebook bargains old, philosophical, and sociocultural views on chinese schooling for audio system of different languages with a unique concentrate on chinese schooling within the usa. It presents a complete, cross-disciplinary examine adjustments in CFL/CSL schooling over the years in China and the U.S. and the philosophical, political and sociocultural impacts that ended in those adjustments. The essays tackle a big selection of issues concerning chinese schooling, together with:
A ancient evaluate of the field
Theories that practice to CFL/CSL learning
Policies and tasks for CFL/CSL by way of the chinese language and U.S. governments
Medium of instruction
Curriculum and guideline for CFL/CSL newbies at K-12 and school levels
Technology for CFL/CSL education
Chinese language studying for historical past learners
CFL in research out of the country contexts
CFL instructor schooling and training
This paintings is vital studying for students and scholars drawn to gaining a better figuring out of chinese schooling within the nations and round the world.
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Additional info for Chinese Language Education in the United States
An economic analysis of the policies and initiatives for the international popularization of national languages entails an understanding of their economic properties. According to Mankiw (2008, p. , whether one person’s use of the goods diminishes another person’s use of them). The interaction of the two criteria leads to four categories: (a) public goods that are non-excludable and non-rival, such as national defense and uncongested non-toll roads; (b) private goods that are both excludable and rival, such as personal computers and congested toll roads; (c) common resources that are non-excludable but rival, such as clean air and congested non-toll roads; and (d) natural monopolies that are excludable but non-rival, such as cable TV and uncongested toll roads.
Both authors have contributed greatly to our understanding of CFL education in modern and contemporary periods in the United States. S. is broadly divided into four periods: from 1871 to 1940, 1940 to 1960, 1960 to 2000, and 2000 to the present. Such a division builds upon the works of Chen et al. (2010), Tsu (1970), Wang (2010), and Zhou (2011) but also extends the coverage of CFL education in the United States from its beginning in the nineteenth century to the present time. It is important to note that this chapter does not address the teaching of Chinese as a heritage language due to space limitations.
Yung Wing (容闳), a former graduate of Yale, pushed Yale to hire a professor with expertise in Chinese language and culture (Yao and Zhang 2010). Yung Wing was the first Chinese graduate of an American college, and he was also a successful business person and citizen ambassador. Subsequently, Samuel W. Williams, a missionary to China and a sinologist, was hired by Yale after he returned to the United States in 1876 to continue the teaching and research on the Chinese language (Dong 2002), which also marked the beginning of American sinology (Chen 2007; Mo 2006).
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