Titlebook: English Literacy Instruction for Chinese Speakers; Barry Lee Reynolds,Mark Feng Teng Book 2019 The Editor(s) (if applicable) and The Autho

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English Foreign and Second Language Literacy Development for Chinese Speakers: What Do We Know?ocial semiotics, and language policies. With a focus on current innovative practices, this chapter conceptualizes English FL/L2 literacy development in primary, secondary, and higher education contexts and juxtaposes the similarities and differences in English FL/L2 literacy instruction in mainland China, Hong Kong, Macau, and Taiwan.

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Measuring the Vocabulary Knowledge of Hong Kong Primary School Second Language Learners Through Word reading demonstrates that L2 vocabulary knowledge is key for developing learners’ L2 reading comprehension. This chapter looks into the vocabulary knowledge measured by word associations and sheds some light on the implication of developing vocabulary knowledge to facilitate young learners’ L2 read

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English Literacy Instruction in Macau Primary Education: What Can We Learn from the Award Scheme on ries for the 2016/2017 academic year in the Award Scheme on Instructional Design were investigated. Qualitative content data coding and analysis were used to analyze the awarded entries in terms of teaching objectives, teaching resources, learning activities, and assessment methods. The coded data w

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English Literacy Development in Mainland Chinese Secondary English Classrooms: Pedagogical Recommendrooms in mainland China. It begins by defining L2 literacy and then through a succinct literature review, we discuss the relationship between L2 formulaic knowledge and L2 literacy development (i.e., L2 reading comprehension and L2 writing). Next, we discuss plausible reasons that have hindered Chin