Bilingual and bicultural scholar Yeng-Seng Goh offers the first in-depth English language analysis of global Chinese, exploring the spread of Chinese beyond China and its emergence as a global language. Approaching the topic from a Singapore perspective, Goh uses this fascinating language ecosystem, with its unique bilingual language policy, as a case study for Chinese language learning. Offering clear insights into the pedagogy of teaching Chinese as an international language (TCIL), this book covers a range of important topics, such as the use of English in the teaching of Chinese, the teaching of Chinese by non-native teachers, information and communications technology in L2 learning and teaching, and the progressive testing of receptive skills. In doing so, it presents a new, integrative approach to the compilation of Chinese learner's dictionaries, an innovative bilingual hybrid model for training TCIL teachers, and a solid theoretical framework for Masters of Arts programmes in TCIL.
|Publisher:||Cambridge University Press|
|Product dimensions:||6.18(w) x 9.25(h) x 0.63(d)|
About the Author
Professor Yeng-Seng Goh is a leading authority on Chinese language policy in Singapore. He has pioneered an innovative pedagogical model called the 'Bilingual Approach' to teach Chinese to the increasing number of Singaporean students hailing from English-speaking homes.
Table of Contents
1. The spread of Chinese as a global language; 2. Mandarin Chinese as spoken in mainland China, Taiwan, Hong Kong and Singapore: a comparison; 3. Hard truths about Chinese language policy and planning in Singapore; 4. The use of English in the teaching of Chinese: making the most of the learner's linguistic resources; 5. The teaching of Chinese by non-native teachers: experience and implications; 6. ICT in L2 learning and teaching: design and development of bilingual digital instructional materials; 7. From bilingual to monolingual: a new business Chinese test for the progressive testing of receptive skills; 8. The four language skills and the compilation of Chinese learner's dictionaries: an integrative approach; 9. The bilingual hybrid teacher model for teaching Chinese as an international language; 10. The master of arts in teaching Chinese as an international language; Epilogue.