IAIMTE SIG WRITING-2014

Guat Poh Aw	Effecting teacher change towards second language reading and writing pedagogies through redesigned instructional materials: A Singapore case study
Guat Poh Aw Wei Xiong Tan kwee Hua Lim	Effecting teacher change towards second language reading and writing pedagogies through redesigned instructional materials: A Singapore case study
JeongYi Baik Byeonggon Min	A Study on Interpersonal Expressions in Scripts for Discussion in Academic Conference: to improve a learning purpose expression ability
Pia Kristina Barlund Merja Kauppinen	Teaching L1 through authentic language learning material for multicultural and immigrant pupils in city of Jyväskylä, Finland
Pia Kristina Barlund	How to teach pupils to write authentic texts in L2 lessons?
Yifei CAI	Multi-scaffolding in teaching argumentative writing
Uma Maheshwari Chimirala	Dr. Uma Maheshwari Chimirala
Chen-Cheng Chun	The Tension between Language Shift and Revitalization: A Case of Bilingual Education Program of Hakka Language and Mandarin Chinese in Taiwan
Hyeseung Chung Hyesun Paik	Beyond the curriculum: Korean elementary students' funds of knowledge in their literacy practices
Bob Q. Gao	Cultural Understanding and Awarness in Reading and Writing
Marilyn Guerrera	降低漢語學習認知的負擔-以美国教学为例 Reducing the burden of learning Chinese through cognitive processing - American High School Case Study
Wen-Chu Hu	Reading the guidance from the Goddess: A preliminary research on using Kuan Yin Temple oracle as reading materials for learners of Chinese as a second language
Cathy Hung	Executive function development and Chinese reading comprehension among primary school students
Hyeyoun Kim	The difference between L1 and L2 writing in utilizing outlines and its educational implication
Guat Hua Ko	通过句型教学调动学生的心理词汇丰富造句并拓展课后阅读学习的教学个案
Ka Shing Charles Ko	SEN teaching in Hong Kong in the 21st century
Soon Liang Koh	Leveraging Information Technology for Engaging Chinese Lessons and Formative Assessment
Kit-ling Lau	Possibilities and challenges of implementing self-regulatory reading instruction in Chinese language classes
Michael L. A. Le Cordeur	The Teaching and Learning of Reading and Writing in a Multilingual and Multicultural South African Context: The case of isiXhosa in an Afrikaans classroom.
Sungjun Lee Qiong Zhou	An analysys of reading material selection in Korean language textbook for multicultural children
Sungjun Lee Qiong Zhou	An analysys of reading material selection in Korean language textbook for multicultural children
Pamela P.W. Leung	An evaluation of a school-based second language Chinese curriculum in Hong Kong
Brigitte Marin	ASSESSMENT OF A COMPLEX TASK: la production de texte en français langue maternelle
Eureka, B. Mokibelo	The outcomes of learning a foreign language: learners in rural primary schools in Botswana
Eureka, B. Mokibelo	The outcomes of learning a foreign language: learners in rural primary schools in Botswana
Joseph M. Mwelwa	Using a Bilingual Resource to develop creative reading and writing in literature in the Language classrooms in Zambia
MEI WAN NG	探究新加坡中学华文B课程之教材文本分析及其对施行读写结合教学策略的启发
Jayeon Noh Jeong Hee Ko	A Research on the Response of Korean Literary Education to the Multiculturalism
Hyesun Paik	Beyond the curriculum: Korean elementary students' funds of knowledge in their literacy practices
Irene Pieper	The potential of literary dialogue in heterogeneous learning environments
Ekaterina Protassova Aleksei Korneev	FINNISH-RUSSIAN BILINGUALS ACQUIRING BILITERACY
Sudarsono M.I. Sudarsono	Analysis of Thematic Progression in Students’ Writing and Pedagogical Implications for the Teaching of Writing
SIok Hoon Tee	The Significance of first and second language in IB education
Johannes Vollmer	Subject literacies – Curriculum design for academic language support
Wiebke von Bernstorff	The possibilities German exile literature for the multicultural German classroom and intercultural education: teaching material for Erika Manns' children's book "a Gang of Ten"
Kimberly Wolbers	Development of the Strategic and Interactive Writing Curriculum
Kimberly Wolbers Hannah Dostal	Development of the Strategic and Interactive Writing (SIWI) Curriculum
Chinwei Wu	The Cultivation of Humanistic Spirit among the College Students: from Reading the Literature of Historical Hurts
Zhang Ying	Authentic Assessment based on a Parallel Curriculum Model for RI’s Chinese Reading Programme
Qiuling (秋玲) Zhang（张） Yin Xuncai	The critical aspects on the object of teaching and learning on the Chinese mother tongue
Hu Zhiyuan	中国大陆幼儿园教师如何促进幼儿的语言学习？

Guat Poh Aw (Singapore)
EFFECTING TEACHER CHANGE TOWARDS SECOND LANGUAGE READING AND WRITING PEDAGOGIES THROUGH REDESIGNED INSTRUCTIONAL MATERIALS: A SINGAPORE CASE STUDY

In 2010, Singapore’s Ministry of Education introduced a new national curriculum for Chinese language in secondary school to cater to the needs of increasing numbers of learners from non Chinese-speaking home backgrounds. In this study, we explored the effectiveness of using instructional materials centrally designed by the Ministry in effecting a paradigm shift towards second language pedagogy in the teaching of Chinese, particularly in enhancing reading and writing skills among students. 14 experienced teachers attending a professional development course in 2012 were asked to describe their opinions, use and perceived effectiveness of the instructional materials, using an open-ended questionnaire. Their input were triangulated with text analysis of the instructional materials. Our data show that the teachers concurred with broad curricula ideas underpinning the design of the instructional materials, which led to a paradigm shift in how they viewed Chinese language education: moving from teaching linguistic content to explicit learning of language skills; a progressive, scaffolded approach to language learning through the “example – explain – practice” cycle; and the integration of four language skills in each unit. However, the teachers identified critical issues in word retention, grammar, reading strategies and writing skills that they observed among students, which the teachers had difficulty resolving through fidelity in implementing the instructional materials. Examples of curricular and pedagogical adaptations in response to these issues were provided by the teachers, but these indicated limitations in the teachers’ curriculum knowledge in identifying design “gaps” within the instructional materials, the incongruence between their curricular ideas and pedagogical practice, and their incomplete understanding of second language learning theories. The potential for shifting teacher behaviour through curriculum materials redesign, as well as the knowledge in curriculum interpretation and pedagogical content needed to effect more fundamental change from first language to second language teaching pedagogies, are discussed.


Guat Poh Aw & Wei Xiong Tan & kwee Hua Lim (Singapore)
EFFECTING TEACHER CHANGE TOWARDS SECOND LANGUAGE READING AND WRITING PEDAGOGIES THROUGH REDESIGNED INSTRUCTIONAL MATERIALS: A SINGAPORE CASE STUDY

In 2010, Singapore’s Ministry of Education introduced a new national curriculum for Chinese language to cater to the needs of increasing numbers of learners from non Chinese-speaking home backgrounds. In this study, we explored the effectiveness of using instructional materials centrally designed by the Ministry in effecting a paradigm shift towards second language pedagogy in the teaching of Chinese, particularly in enhancing reading and writing skills among students. 14 experienced teachers attending a professional development course in 2012 were asked to describe their opinions, use and perceived effectiveness of the instructional materials, using an open-ended questionnaire. Their input were triangulated with text analysis of the instructional materials. Our data show that the teachers concurred with broad curricula ideas underpinning the design of the instructional materials, which led to a paradigm shift in how they viewed Chinese language education: moving from teaching linguistic content to explicit learning of language skills; a progressive, scaffolded approach to language learning through the “example – explain – practice” cycle; and the integration of four language skills in each unit. However, the teachers identified critical issues in word retention, grammar, reading strategies and writing skills that they observed among students, which the teachers had difficulty resolving through fidelity in implementing the instructional materials. Examples of curricular and pedagogical adaptations in response to these issues were provided by the teachers, but these indicated limitations in the teachers’ curriculum knowledge in identifying design “gaps” within the instructional materials, the incongruence between their curricular ideas and pedagogical practice, and their incomplete understanding of second language learning theories. The potential for shifting teacher behaviour through curriculum materials redesign, as well as the knowledge in curriculum interpretation and pedagogical content needed to effect more fundamental change from first language to second language teaching pedagogies, are discussed.


JeongYi Baik & Byeonggon Min (Korea (The Republic Of))
A STUDY ON INTERPERSONAL EXPRESSIONS IN SCRIPTS FOR DISCUSSION IN ACADEMIC CONFERENCE: TO IMPROVE A LEARNING PURPOSE EXPRESSION ABILITY

A script for discussion is a text which premise an oral discussion. It should not be regarded as a draft for discussion in that scripts for discussion themselves are shared by the academic community as a full and complete text published in a conference book.
A discussant, also a writer of a script for discussion, may identify him/herself as a person writing and reading a script for discussion, or simply performing an oral discussion. And he/she may identify a presenter in the same corresponding way. The evidences are found from the scripts for discussion in general, and the identifications of mode, written and oral, from both sides can even be crossed each other.
In addition to this unique characteristic of it, sensitivity to interpersonal expressions can be anticipated as another characteristic of scripts for discussion. Since it is by professionals or masters that kownledges or opinions are exchanged in an academic conference, extra subtle efforts are presumed to be necessary to mediate discordances in aspect of language using.
Likewise, researching interpersonal expressions in scripts for discussion can be significantly effective for learners to improve not only their wiriting ability but also speaking ability for learning purpose.
Scripts for discussion in this study were limited to the field of Korean language education, for sophisticate and educational language use is expected. 106 published in 2013 by two representative associations were selected. Texts were analysed using discourse analysis method inspired by Geneva Model, and the findings were quantified adopting mixed research method.
Through this process, we present those findings in two in large. First, what are the components of scripts for discussion which are not directly relevant to the contents of discussion, and what roles do they play from the interpersonal point of view? Second, in what way are contents of discussion provided in an interpersonally-appropriate way? These findings can be helpful for students who go through difficulties in delivering their thoughts and ideas in a discussion even though contents are already equipped, or who want to join active and passionate discussion maintaining affirmative relationships with others. These can give them concrete examples or strategies which can be used in their everyday life as well.
Although this study shows Korean cases only, we can discuss multi-cultural insights through literature review or comparing one anoter’s own proclivities on the spot.


Pia Kristina Barlund & Merja Kauppinen (Finland)
TEACHING L1 THROUGH AUTHENTIC LANGUAGE LEARNING MATERIAL FOR MULTICULTURAL AND IMMIGRANT PUPILS IN CITY OF JYVÄSKYLÄ, FINLAND

Since 2013 13 L1-teachers with a multicultural background in Jyväskylä, Finland, have been develop-ing an ActLib -ActiveLibrary teaching method and online database (https://peda.net/oppimateriaalit/kirja-arkku) based on authentic language learning material. The main aims have been to enhance pupil’s language awareness and to encourage to use his language repertoire as a resource in learning and to develop the classroom activities more authentic and to increase the agency of pupil. The ideology of shared space ActLib is based on the co-operative, peer learning of L1-teachers.

The aim is to make classrooms to the learning communities, which provide opportunities for pupils to negotiate meaning, expand their language resources, notice how language is used, and take part in meaningful communicative activities with textual and cultural dimensions. ActLib is based on the 3-dimensional language learning design: connections between cultural competence, authentic texts and linguistic knowledge (Bärlund 2012; Mishan 2006). According to Richards (2005, 25) this kind of communicative language teaching is concerned with the engagement of learners. It allows pupils to development their communicative competence, of with linguistic ability is an important part.

ActLib is a place to gather and build further collections of authentic texts of meaningful situations and spaces and exercises for purposes of linguistic and culture learning (Bärlund 2012). We aim to lower the fence between L1 and L2 as well as build meaningful cross-curricular bridges. From the basis of ActLib material we are studying 1) the possibilities for enhance pupils’ language awareness in mother language education and 2) the possibilities for share and develop the professional cultures of the teach-ers of mother language.
In this paper we analyze the tasks and learning outcomes of two languages (German and Russian). The research questions are following:
1) How the multicultural pupils learn writing and reading through the ActLib –tasks using their own mother language, when Finnish language is better than the L1?
2) How the pupils find the so called authentic tasks designed by the teachers?

Research method of the text material and exercises of ActLib was qualitative content analysis. The authentic texts were listed, and the activities relating to them were divided into categories according to several factors, e.g. possibilities for agency of a learner, developing cultural competence and linguistic knowledge as well as the designing authenticity into the language learning materials, which is a very important issue in the heterogeneous language learning groups. They were built by analyzing the the-matic interviews of pupils. Interviews were analyzed by content analysis according to the research questions.

Keywords: language awareness, authentic learning and learner beliefs literacy pedagogy

References
Richards, J. C. 2005. Communicative language teaching today. Cambridge, UK: Cambridge University Press.Vollmer
Bärlund, P. 2012. Lernen ohne Lehrbuch im DaF-Unterricht – Initiierung eines Pilotprojekts in zwei mittelfinnischen Grundschulen. German as Foreign language. Issue 2-3/2012 www.gfl-journal.de/2-2012/Baerlund.pdf.
Mishan, Freda. 2005, Designing Authenticity into Language learning materials. Intellect. UK:Bristol.


Pia Kristina Barlund (Finland)
HOW TO TEACH PUPILS TO WRITE AUTHENTIC TEXTS IN L2 LESSONS?

This presentation bases on a research project in two comprehensive schools in middle of Finland. 21 pupils in age of 11-12 learned in 2010-2012 German language without learning books (Bärlund 2012). The main aim of this project was to research, how their learner auton-omy grows through the authenticity in the lessonsand authentic language learning material. The theoretical frame of this pilot project leans on the theory of three-tier authentic learning of Christoph Edelhoff (1985).

The authentic language learning focuses on for the learner meaningful learning process and material. The pupils should be able to choose the themes of L2 by themselves and the teachers should prepare the L2-learning material and lessons based on these themes (Mur-phay 1993; Murphay & Jacobs 2008). The possibility to choose should raise the motivation and learning outcomes of the pupils, which is also the hypothesis of this research.

According to the Finnish National Core Curriculum the level of language performance in the sixth grade in writing should perform the level A1.2 in other languages than English (Finnish national Board of Education 2004). During the pilot project the pupils where writing many different kind of authentic texts in German. They chose to write rather than to sing and play.
All the pupils reached the level A1.2 in writing already after one year. In two years the best pupils reached the level A2.1, most of the level A1.3.

In this presentation I focus on the development of pupils in writing of authentic texts. The main aim is to ponder the reasons, why this teaching method was so efficient, successful and the learning outcomes in writing were better than expected. The analysis is based on the qualitative research methods. The data consist two kind of materials: a) the written text of pupils and b) the interviews of the pupils.

Keywords: authentic text, writing, authentic language learning material

Bärlund, Pia (2012). Lernen ohne Lehrbuch im DaF-Unterricht – Ein Pilotprojekt in zwei mittelfinnischen Grundschulen. In: German for foreign Language. Issue 2-3/2012 - ISSN 1470-9570. http://www.gfl-journal.de/2-2012/Baerlund.pdf [

Edelhof, Christoph (1985) Authentizität im Fremdsprachenunterricht. In: Edelhoff, C. (Hrsg.) Authentische Texte im Deutschunterricht, Einführung und Unterrichtsmodelle. 1. Aufl. München:Hueber.

Murphey, Tim (1993) Why Don´t Teachers learn What Learner Learn? Taking the Guesswork Out with Action Logging. [26.6.2012]
http://exchanges.state.gov/englishteaching/forum/archives/1993/docs/93-31-1-c.pdf

Murphey, Tim; Jacobs, George M. (2008) Encouraging Critical Collaborative Autonomy. JALT Journal 22 (2) 228-244. [26.6.2012] http://www.kuis.ac.jp/~murphey-t/Tim_Murphey/Articles_-_Vygotsky_files/EncouragingCriticalCollaborativeAutonomy.pdf

National Board of Education. 2004. . Finnish Core Curriculum. Part III: Chapters 7.4–7.9. P.140. http://www.oph.fi/english/curricula_and_qualifications/basic_education


Yifei CAI (Singapore)
MULTI-SCAFFOLDING IN TEACHING ARGUMENTATIVE WRITING

Argumentative writing always appears to be a huge obstacle to many students. Even when they write it in their native language, this doesn’t assure the quality of writing. Therefore I have explored some methods and found the scaffolding is effective to majority students. Students are struggling in both content and language when doing the argumentative writing. In order to address these two main issues, the scaffolding I used here is no longer a one-off, isolated teaching practice, but a system, layered on top of each other. Some are aiming to help in thinking, some to help in content and others help in language. So I call it a multi-scaffolding method. This teaching practice is still on going, so far so good, especially to weak students. By the end of this May, I will have a full picture of how well it goes.


Uma Maheshwari Chimirala (India)
DR. UMA MAHESHWARI CHIMIRALA

Agency and investment through translanguaging: A case of conflicting intentions and realizations
The status of English as the most sought after cultural capital has resulted in pedagogic assumptions, classroom practices and federal initiatives in the form of innovative educational programmes alongside establishment of and gradual conversion of the existing mother tongue medium schools to English medium schools – all of which seem to advocate and resonate a ‘win-win’ situation for the learners in the government schooling system but in practice, set in motion practices which incapacitate learners and result in cognitive dropoutism- a ‘none and nil’ situation. This qualitative study is an attempt to understand how individual micro capabilities as realized through Translanguaging can counter the condescending macro institutional structures that though on the surface profess egalitarian and liberal education but set in motion debilitating and imitative practices. Correspondingly, through policy document analysis and teacher reactions to the implementation of the programmes, we critically examine the objectives, implementation and assessment of learning in the educational programmes of Andhra Pradesh (A.P; a state in India) in the past five years in order to underscore how Agency and Investment are undervalued. We then juxtapose the same against the intuitive initiation of agency and investment as observed through Translanguaging in a collaborative L2 writing context by beginning level class eight learners in a government school. Based on a qualitative analysis of learner pair interviews in the post collaborative writing, the paper presents its findings; argues for a legitimate space for multilingual practices that catalyze learner agency and investment if learning aims to be humanised, transformatory and egalitarian; and draws implications for various stakeholders in the ‘business’ of education.


Chen-Cheng Chun (Taiwan)
THE TENSION BETWEEN LANGUAGE SHIFT AND REVITALIZATION: A CASE OF BILINGUAL EDUCATION PROGRAM OF HAKKA LANGUAGE AND MANDARIN CHINESE IN TAIWAN

Hakka language is shifting from the status of first language to second/heritage language in Hakka speech communities in Taiwan. In order to reverse the serious situation of language shifting, a new bilingual education model of Hakka language and Mandarin Chinese is developed in the traditional Hakka village, Meinong, Kaohsiung. The purpose of this study is to examine the Hakka language proficiency and use among elementary third grade students in Meinong’s new bilingual education model. In terms of data collection, 154 third grade students from four different elementary schools are participated. Their Hakka language proficiency and choices of family language use are examined through language tests and interviews. Data analysis mainly focuses on syntheses of students’language proficiency on lexical, sentence, and discourse levels and background survey of their family language use. Four results are found. First, students’ Hakka language use is often mixed with Mandarin Chinese. Second, data of sentences with acceptable grammatical rules but violate convention are easily collected. Third, students’Hakka discourse competency is not well-developed so that they have hard time to express themselves in Hakka. Fourth, mother’s ethnolingusitic background has great impact on students’Hakka language proficiency. The case of bilingual education program implementing Hakka language revitalization and Mandarin Chinese acquisition is significant for its dual foci on Hakka oracy and Chinese literacy which is rarely found in literature. Therefore, the research results are expected to provide valuable perspectives for other language communities that are facing serious language ecological change.

Key words: Hakka language, second language, language shift, bilingual education, revitalization, oracy


Hyeseung Chung & Hyesun Paik (Korea)
BEYOND THE CURRICULUM: KOREAN ELEMENTARY STUDENTS' FUNDS OF KNOWLEDGE IN THEIR LITERACY PRACTICES

Context
In a second grade classroom in Seoul, South Korea, some students are doing a play, the president of a publishing company, during the recess. These students established a virtual publishing company with friends, made books through the division of labor, and sold the books to friends with sales skills. Students’ plays in this classroom were observed to identify different funds of knowledge (Moll, Amanti, Neff, & Gonzalez, 1992) they might have, such as homes, peer groups, and other systems and networks of relationships.

Aims
This study had two purposes. This study aimed to analyze the kinds of funds of knowledge in second grade students’ literacy practices. Another purpose of this study is to compare and contrast literacy practices in the classroom to ones in the national curriculum of Korean language and to find implications for the revision of the curriculum.

Methods
A qualitative case study design was adopted to conduct this research study. Sixteen students (7 males and 9 females) in the classroom participated in this study. To increase reliability and validity of data, data sources were triangulated. First, students’ plays were observed and recorded both through field notes and video camera. Second, all students were interviewed twice. All interviews were transcribed verbatim. Third, classroom artifacts related to the plays (e.g., books that students created and documents they used) were also included in the data set. Finally, a survey about students’ home literacy environment was also collected to obtain additional information on participants’ funds of knowledge. Constant comparative method (Strauss & Corbin, 1990) was used to analyze observation field note, interview transcripts, and artifacts.

Results and Discussion
The results indicated that second graders brought diverse funds of knowledge into their plays. Most of the funds of knowledge originated from prior educational institutes they attended. However, knowledge from outside of education systems also came into the play. For instance, students applied their prior knowledge about negotiation, writing contract papers, and computer gaming to the role-playing game in the classroom. The results imply that the national curriculum needs to shift from a focus on learning basic skills to the recognition and inclusion of out-of-school literacy practices. Consequently, teachers and curriculum developers are required to understand the funds of knowledge that are available for their students outside of school.


Bob Q. Gao (Australia)
CULTURAL UNDERSTANDING AND AWARNESS IN READING AND WRITING

When introducing Chinese literature to non-background students, in addition to issues with the new vocabulary and grammar, cultural understanding emerges as a major issue -- particularly with respect to reading and writing original Chinese texts.
Besides teaching the new words, sentence structures and historical background, in order to assist non-background students to have better comprehension of the original texts it is useful to introduce some fundamental Chinese beliefs and value systems so that they may understand the “context” of the literature and be able to “read between the lines”.
Based on teaching experiences in Australian tertiary institutions, this paper intends to summarise and present some traditional and basic Chinese ideas which are crucial for better understanding in Chinese language learning -especially in the reading and writing process in literature class.

In addition, this paper intends to stress the importance of assisting non-background students gain awareness of the “social and cultural perspectives that will be encountered in the literature of their reading and writing classes”.


Marilyn Guerrera (United States)
降低漢語學習認知的負擔-以美国教学为例 REDUCING THE BURDEN OF LEARNING CHINESE THROUGH COGNITIVE PROCESSING - AMERICAN HIGH SCHOOL CASE STUDY

There are different cognitive processes that can be used to teach Chinese as a second/foreign language that portrays the target country’s language and cultural differences. Cognitive tools such as perception, attention, memory, motor, language, executive function and thinking skills can stimulate the senses to make learning a new language more appealing. American schools have recently been incorporating Chinese into their Language/Culture curriculum and it is continually growing. Learning a new language can be overwhelming but with a well-designed lesson plan, the stress and anxiety levels can be reduced. This research will share how to reduce the burden of learning Chinese through cognitive processing. This is an American High School Case Study.The article will present suggestions for reducing the burden of speech, reducing the burden of grammar, learning Chinese sentences / paragraph and articles, meaning driven, music, ambiguities and errors, Chinese language and culture and American 5C’s standards. Students will enjoy learning the real Chinese language and true spirit of Chinese culture through this reduced cognitive process. The research is based on teaching experience in an American high school and observations during workshop presentations. The methodology applies to teaching the Chinese language and culture. The student’s levels of experience range from beginner to intermediate. The research demonstrated that participation and interaction during classroom sessions stimulated the senses and increased the student’s focus on language learning.

Key words: 5C's Standards, Teaching Strategies, Curriculum Practice, Country-Specific, and Cognitive


Wen-Chu Hu (Taiwan)
READING THE GUIDANCE FROM THE GODDESS: A PRELIMINARY RESEARCH ON USING KUAN YIN TEMPLE ORACLE AS READING MATERIALS FOR LEARNERS OF CHINESE AS A SECOND LANGUAGE

Meaningful reading is the dialogue between the reader and the text/author. Finding a text that can touch readers’ heart is the key to successful reading. When people face life dilemmas, one of an Asia/Chinese ways of approach them is to seek guidance from Gods or Goddess through temple divination. The oracle poetry that you get from it is the Goddess’ answer to your life question. If you believe in it, you would try hard to find out the meaning of your temple oracle and this triggers personally meaningful reading process. Temple divination is a mysterious ritual for most foreigners. Temple oracle therefore, I think, can make interesting reading materials. In this study, I try to develop a reading material based on Kuan Yin, the Goddess of compassion, oracle. The Kuan Yin Oracle Board has a hundred quatrains. In this paper, I will firstly explain what the Kuan Yin oracle is and review the literature that inspired me on developing this special kind of reading material along with its teaching method. Finally, I will report on the outcome of using this material and its instructional methods to a class of university learners who learn Chinese as a second language in Taiwan. Implications for second language teaching will also be provided.


Cathy Hung (Hong Kong)
EXECUTIVE FUNCTION DEVELOPMENT AND CHINESE READING COMPREHENSION AMONG PRIMARY SCHOOL STUDENTS

Comprehension denotes an information process to generate a meaningful understanding of information. Comprehending a text, thus, entails a wide range of skills to extract and integrate meanings from prints in forming a coherent representation. Over the past few decades, researchers have found that children with difficulties in word reading are predicted to poorer reading comprehension. However, it is worth mentioning that successful reading comprehension also depends on other cognitive skills, beyond word decoding, such as syntactic knowledge, discourse knowledge, inferencing and other high level skills, including those constituting within executive function (EF; working memory, inhibition and cognitive flexibility). More recently, a converging data has supported that intervention in executive function is associated with improvement in academic performances, particularly maths and reading. However, there is relatively few studies examine how EF could associate with Chinese reading comprehension and its development. According to Chall’s developmental stages of reading comprehension, children’s reading, progresses through characteristic stages, can be broadly identified to be following a hierarchical sequence of cognitive and language development. Reiterating the developmental stages of reading comprehension, the proposed study examines on how high-level cognitive skills associate with Chinese reading comprehension among children in middle childhood and explores the concurrent role of EF in relation to the developmental stages in Chinese reading comprehension. It is hypothesised that EF is associated with text comprehension concurrently and EF is hypothesised to be a strong predictor in distinguishing between poorer and more competent readers, especially among students at their 4th grade and above. The study is proposed to sample approximately 125 students at ages of 6 to 12 (i.e. grade 1 to 6) in the pilot study and similarly, a sample of 375 students is targeted for its main study. Student participants are assessed for their syntactic skills, discourse knowledge, inferencing skills, comprehension and EF. The three EF tasks are: verbal working memory span task - a measure of verbal working memory span in which students are asked to remember the last words in a set of sentences listened while operating a simple comprehension task simultaneously; Stroop task - a computerised task to measure response inhibition, where students need to ignore the irrelevant stimuli; and Wisconsin Card Sorting Task - a computerised task used to measure cognitive flexibility, and it has been widely used in neuropsychological test that participants are required to shift between rules. The computerised tasks are administered using an experimental computer program, Inquisit 4, on a web interface. The participants’ parents are surveyed on a set of questionnaire to rate on their children’s self-regulation and EFs, using a standardised rating scale - Behavioural Rating Inventory of Executive Function- parent form.


Hyeyoun Kim (Korea (The Republic Of))
THE DIFFERENCE BETWEEN L1 AND L2 WRITING IN UTILIZING OUTLINES AND ITS EDUCATIONAL IMPLICATION

Context & Aims: This study aims at making clear the differences between L1 and L2 writing of the university students in how outlining turns into text production. Research questions are as follows: 1)What are the main features when L1 and L2 writers produce texts based on their own outlines? 2)What are the differences between L1 and L2 writing in utilizing their outlines?

Methods: 20 participants─10 for L1 writing and the other 10 for L2 writing─ were engaged in this study and all are the first year undergraduates. Participants for L2 writing were selected among international students, not bilingual. All participants were charged with two writing tasks related to the opinion essay writing. The total instances for analysis are, therefore, 40 and one instance consists of the following data set: a piece of real-time monitor capture during outlining and word processing, an interview just after writing, and a writing product. Although data analysis was conducted basically from the qualitative point of view, it also partly combined quantitative analysis in a way of digitization for the purpose of enhancing validity. Coding was conducted according to the criteria from the pilot survey and interviews supported as subsidiary verification resources for this coding.

Issues to discuss: 1) Writers often change the content of the outlines as needed, add it during producing texts, or ignore it. The domain of the writing education has focused much more on how we outline rather than how we change outline into the main text. Thus, we need to focus on how we use it in the process. 2) L2 writing of the university students has a high level of dependence on outlining, whereas L1 writing doesn’t. This implies meaning that strategies of L2 writers should be differed from those of L1 writers. In case of L2 writing, the influence of the mother tongue can be examined in the course of comparing both processes and some results can be made to determine its role.


Guat Hua Ko (Singapore)
通过句型教学调动学生的心理词汇丰富造句并拓展课后阅读学习的教学个案

高月华、黄月香

高月华（教育部借调教师），现任项目专员、编辑，新加坡华文教研中心，电邮：saccako@ymail.com 和guathua.ko@sccl.sg

黄月香，小学教师，彰德小学，电邮：ng_guay_hiong@moe.edu.sg

通过句型教学调动学生的心理词汇丰富造句并拓展课后阅读学习的教学个案
高月华、黄月香

摘要：
在新加坡，教师常常反馈学生喜欢用老师或同学说过的例子造句，所造句子千篇一律，句型教学效果欠佳。笔者于2012年下学段八月份与一名资深教师合作，在小学一年级一个核心班进行一次调动学生心理词汇的造句教学尝试，探讨其教学效果。该班共有28位学生，基本上“听说”没问题，“听”的能力最强，“读写”能力较差。本文从词汇网络组织理论，谈如何通过教师示范及情境学习让学生在旧有知识的基础上学习新句型，然后通过游戏卡在理解的基础上建立心理词汇网络，将形、音、义联系起来，最后通过空白游戏卡逐渐调动学生的心理词汇，激发学生运用心理词汇的动力，并借助学生之间的词汇差异发展学生的心理词汇库，解决造句千篇一律的问题，提高学生的学习兴趣，并利用学生之间的词汇差异作为日后的拓展学习。
本文将以学生的造句作业检测教学效益，从量化与质化分析探讨实验结果，说明实验的成效。量化分析包括句型的掌握及动作动词的丰富性和整体词汇丰富性。质化分析探讨高中低三种能力学生产出的心理词汇及结构复杂的句子。文章也通过教学反思检讨如何改进教学，如何鼓励学生自学句型教学课堂上的额外心理词语并巩固学生对这些词汇的学习。
研究结果显示全班学生基本掌握了课堂所教的句型，有的甚至超出所教的简单句型。此外，全班的整体词汇产出相当丰富。在搭配的动作动词方面，全班共产出320个动作动词，总动词词种为43，动作动词丰富度TTR（type token ratio）为0.13。课堂观察发现学生在活跃愉快的气氛中积极投入学习。教师也表示对这一堂课感到满意，学生都积极造句。质化与量化分析皆显示调动学生心理词汇的造句教学能够取得事半功倍的效果。
笔者仍希望本文能够对华文句型教学尽份绵力，起着抛砖引玉的作用，日后有机会，再和几个教师，一起在不同类型的班级如导入、核心、深广班等进一步探讨。


Ka Shing Charles Ko (Hong Kong)
SEN TEACHING IN HONG KONG IN THE 21ST CENTURY

The paper basically provides a general view of SEN education in Hong Kong. The author will first discuss the Hong Kong SEN educational policy, nonetheless the critically essence of inclusive education. More specifically, views of SEN education in Hong Kong will be shared, including exploring into the issues of special treatments to SEN students with disabilities, introduction to topics related to students with ADHD, Autism and Asperger Syndrome and investigating the strategies in helping children with emotional or behavioural difficulties. Last but not least, the author attempts to emphasize the importance of understanding of learning difficulties based on his teaching experience in SEN education. On top of that, comments on gifted education in Hong Kong will be included.
Key words: Gifted, SEN, ADHD, Austim, Asperger Syndrome


Soon Liang Koh (Singapore)
LEVERAGING INFORMATION TECHNOLOGY FOR ENGAGING CHINESE LESSONS AND FORMATIVE ASSESSMENT

Teaching Chinese as a Second Language in Singapore is certainly challenging as the English Language is the commonly used language among students. Recent survey data from the Singapore Ministry of Education has shown that most of the students come from English speaking families.

To keep the Chinese Language (CL) alive, interactive lessons were designed for greater student participation, leveraging Information and Communication Technology (ICT).

Three strands to deliver more student engagement are the use of ‘Cooperative Learning for Enhancing Thinking, Writing and Communication Skills’, ‘Assessment Rubrics applied for peer/self-assessment of performance tasks to improve Reading and Oracy’ and ‘ICT for Collaborative Learning’.

CL lesson design has largely embedded Cooperative Learning as the main pedagogical approach. Strategies commonly used are round robin and think-pair-share. This has helped to enhance students’ critical thinking, writing and communication skills and has built their confidence in using CL as a living language.

Reinforcing Cooperative Learning, students were guided by assessment rubrics of Reading and Oracy skills. The assessment rubric is a tool used for peer-assessment and self-assessment. The teacher also evaluates students’ performance, such as the uploaded recordings of their oral presentations in the Learning and Management System (LMS). Based on the assessment rubrics, the teacher will give both qualitative and quantitative feedback for comparison at least twice a year.

The third strand is a common approach of leveraging ICT for collaborative learning through bloggig in the LMS. Online discussions on topics related to current affairs and students’ daily lives enhanced their interest in using CL. Purposeful and stimulating questions were designed to engage students in critical and inventive thinking, enabling them to explore possibilities and generate ideas. This has further honed their thinking, writing and representing skills.

The above engaging CL lessons have enabled the nurturing of ‘Active Learners and Proficient Users of CL’.


Kit-ling Lau (Hong Kong)
POSSIBILITIES AND CHALLENGES OF IMPLEMENTING SELF-REGULATORY READING INSTRUCTION IN CHINESE LANGUAGE CLASSES

Self-regulated learning (SRL), comprising elements of strategy use, metacognition and motivation, has been identified as a key factor of successful learning in many previous studies. SRL has also been widely advocated by the Hong Kong Education Bureau since curriculum reform. Besides natural maturation, research findings have highlighted the important role of classroom environment in developing students’ SRL. Based on a series of studies conducted in Hong Kong Chinese language classes, the paper discussed the possibilities and challenges of implementing reading instruction based on SRL theories in Hong Kong. This series of studies addressed two major questions. The first questions sought to examine whether the proposed positive relation between SRL-based instruction and students’ reading development in Western studies could be replicated in Chinese language classes. The second question aimed to understand how Chinese language teachers perceived and implemented SRL-based instruction. A total of 31 teachers and 1121 tenth grade students in Hong Kong participated in this series of studies. Quantitative methods, including reading comprehension test, student and teacher questionnaires, and qualitative methods, including student and teacher interviews and classroom observations, were used to collect data for answering these two research questions. On the one hand, the results indicated that Chinese language teachers generally held a positive attitude towards implementing SRL-based instruction and most of the features of SRL-based instruction showed positive relations with Hong Kong students’ strategy use, motivation and reading performance. These findings support the advantages of applying the principles of SRL-based instruction in Hong Kong classrooms to facilitate students’ learning. On the other hand, many teachers had a reservation on increasing the degree of autonomy in their classrooms. A high degree of student autonomy was also found to be associated with negative learning outcomes. Suggestions on how to provide sufficient teacher scaffolding when developing students into self-regulated learners are discussed.


Michael L. A. Le Cordeur (South Africa)
THE TEACHING AND LEARNING OF READING AND WRITING IN A MULTILINGUAL AND MULTICULTURAL SOUTH AFRICAN CONTEXT: THE CASE OF ISIXHOSA IN AN AFRIKAANS CLASSROOM.

The context that this paper builds on relates to Sub-theme 2: Effective pedagogies for teaching and learning L2 in the multilingual and multicultural South African Context. In this paper we reflect on recent research on the challenges when teaching reading and writing to leaners who has isiXhosa as their mother tongue but have to learn in Afrikaans. Since the dawn of democracy in 1994, the South African Language Policy for Schools in our Constitution was amended to allow parents to enrol their children in the school of their choice. This meant that they could choose their children’s language of learning and teaching. In Western Cape Province of South Africa, isiXhosa is the second of three official languages, (the other two are Afrikaans and English). Many parents with the indigenous language, isiXhosa, as their mother tongue exercise their democratic right by enrolling their children in the Afrikaans schools. They believe an education in a language with an academic standing will benefit their children. This has huge implications for learners with IsiXhosa as their first language who have to learn through the medium of Afrikaans, their second, language. According to Piaget and Vygotsky, language and reading are crucial for gaining access to knowledge if learners want to be academically successful (Woolfolk 2010). Thus, for many isiXhosa learners in Afrikaans schools reading with comprehension remains a big challenge. Further, this situation also impacts on teacher education as most teachers do not possess adequate knowledge and skills to assist isiXhosa learners in the Afrikaans classes. The purpose of this study was to develop a literacy intervention programme that could improve the vocabulary and reading comprehension of isiXhosa mother tongue speakers. Secondly the study aimed to determine whether the implementation of the literacy intervention programme would improve the vocabulary and reading comprehension of isiXhosa learners. The research methods employed were a literature review supported by an empirical investigation that included pre- and post-tests with learners and interviews with educators. The results of the study indicate that the intervention programme did improve isiXhosa learners’ vocabulary and reading comprehension in Afrikaans and could therefore be recommended.


Sungjun Lee & Qiong Zhou (Korea)
AN ANALYSYS OF READING MATERIAL SELECTION IN KOREAN LANGUAGE TEXTBOOK FOR MULTICULTURAL CHILDREN

This study of purpose is to find the trend of reading materials selection in Korean language textbook for multicultural children. The reading materials selection for multicultural children should be consider for there academic achivement and cognitive development. And it have to guide for their emotional development in that culture. Recently, there are many kind of textbook for multicultural children as their language development, But cause of misunderstand of object of textbook and philosophy of textbook development, the user of textbook confused for teaching.
Korean language textbook for multicultural children have reflected the need of multicultural children and national curriculum of Korea. And the reading materials should be consider the followings: (1) the analysis of korean language curriculum for multicultural children (2) need analysis of multicultural children in academic text (3) the balance of cognitive activities and simplicity knowledge (4) the selection standards of multicultural reading materials
Considering the purpose of using of textbook for multicultural children, I will categorize by four type of materials.: (1) introduce to multicultural children (2) social Integration (3) understeanding of the society (4) participation for change agent of the society.


Sungjun Lee & Qiong Zhou (Korea)
AN ANALYSYS OF READING MATERIAL SELECTION IN KOREAN LANGUAGE TEXTBOOK FOR MULTICULTURAL CHILDREN

The purpose of this research is to analysis the reading material selection trend of language textbook for multicultural children. And there are three task of research. First, clarify the selection standard for multicultural children in Korea by characteristic of groups. Second, to analysis the characteristic features of reading materials in textbooks. And finally, check the tendency of reading materials selection by comparing the textbook from other countries. Many people expressed concern about language competence of multicultural children in Korea. And concerning about the children’s matter, some researchers developed a textbook for improvement of the children’s language ability. In Korea context, there are two types of multicultural children and it divided by children’s lingual circumstance. First type is a child who born in Korea, between native Korean and foreign mother. And second type is a child who born from of foreign parents from other country. Because of their distinct characteristic of environment of education, language learning is a priority matter. Reading material is a fundamental resource to realize education goals. Especially it expected to stimulate a learner’s interest and learning motivation. So reading materials should be reflected diverse nature of learner. There are three dimensions of consideration of each group, personal dimension, instructional dimension, and socio-cultural dimension. For this research, I choose three type of textbook for three and four grade student of elementary school, because these ages of children supposed to be nearly completed in cognitive development. These textbooks are developed for multicultural children’s language learning. And these sets are representative textbook of Korea, as these are developed by government agencies. Reading materials selection should be consider for academic achivement and cognitive development of multicultural children. And it considered emotional development of the in that culture. Basis of these consideration, more than 100 reading materials from six textbooks and these include cartoon and image, analysed. By dimensions of circumstance of multicultural children, each text analysed into personal dimension(emotion, cognition, language, history), instructional dimension(genre, knowledge, funtion, attitude), and socio-cultural(culture, society phenomena, view, value) At last, by compare with other countries reading materials of immigrant children’s textbook, we achive and suggest a balanced view of reading selection,
As a result of this research, we found that each textbook has a difference of composition of reading materials selection by each criteria and these results indicated that characteristic of learner language dimension is the most come up for selection. And comparing with other countries textbooks, understanding and participating into society is founded that more emphasised on that reading materials. At last, for the balanced view of selection of reading materials for multicultural children, we suggested four step of reading materials selection by combining dimensions. (1) introduce to multicultural children (2) understeanding of the society (3) social Integration (4) participation for change agent of the society.


Pamela P.W. Leung (China)
AN EVALUATION OF A SCHOOL-BASED SECOND LANGUAGE CHINESE CURRICULUM IN HONG KONG

This paper will report a case of second language (L2) Chinese curriculum development for ethnic minority students in Hong Kong. An ordinary government subsidized secondary school has been admitting students from non-Chinese speaking (NCS) family background for three years. With a team of enthusiastic teachers, these students have enjoyed learning Chinese and the school earns a respectable reputation among parents and attracts more students of similar backgrounds. To strive for better teaching effectiveness and consolidate students' understanding of Chinese culture, the teaching team has incorporated more traditional cultural elements in their L2 Chinese curriculum in 2013/14 academic year. The attempt is deemed adventurous as knowledge of Chinese traditions is considered impractical which students may not use in their daily lives. To evaluate the effectiveness of such attempt, this paper will investigate the impact of the curriculum on student performance. By analysing student examination papers on reading and writing, the author will identify links and gaps between the contents of learning and the assessment. The paper will conclude with lessons learned from the curriculum design and offer suggestions for developing L2 Chinese curriculum in a multicultural school context.


Brigitte Marin (France)
ASSESSMENT OF A COMPLEX TASK: LA PRODUCTION DE TEXTE EN FRANÇAIS LANGUE MATERNELLE

This survey aims at showing the instability of the criteria of notation of text production in French as a mother tongue. Our theoretical framework is based on recent research about assessment (Mottier-Lopez et Figari, 2012; Van Beveren, Dumortier, et Dipsy, 2013) and writing narrative texts. In fact, the evaluation of text productions constitutes a particularly illuminating example of the complex evaluation of a task being complex in itself. Our hypothesis is that between the teacher requirements and the pupil’s representation of the task, it often exists a misunderstanding which distorts the rules of the game.
Our study is based on 250 assessments coming from the evaluation by 10 different teachers of narrative texts written by 25 from 10 to 11 years old pupils. These texts are evaluated in two different conditions (i) handwritten texts; (ii) the same texts, after being typed and revised on the spelling plan. The results show great differences between the marks given to the same text (handwritten and typed) and to the same text examined in the same condition by the different evaluators.
Our partial and temporary conclusions lead us to conclude that the criteria mobilized during an evaluation of text productions are heterogeneous and have a different weight according to the teachers. This school activity, which seems so strongly differential, requires, in order to mitigate the misunderstandings, an explaination of the criteria of appreciation of the texts written.

References

Mottier-Lopez, L. & Figari, G., 2012, Modélisation de l’action en éducation. Questions épistémologiques. [Modelling of the action in education. Epistemological questions]. Bruxelles : De Boeck.

Van Beveren J., Dumortier, J.-L. & Dipsy, M., 2013, L’évaluation de la qualité de la langue dans la production d’écrits. De futurs maîtres face aux copies des lycéens. [The evaluation of the quality of the language in text production. Future teachers and texts written by high school students ]. Le Français aujourd’hui, 181, 87-97.


Eureka, B. Mokibelo (Botswana)
THE OUTCOMES OF LEARNING A FOREIGN LANGUAGE: LEARNERS IN RURAL PRIMARY SCHOOLS IN BOTSWANA

Abstract
This paper examines the outcomes of learning a foreign language on the learners in rural primary schools of Botswana through scrutinising their artefacts from English language lessons. The study adopted the qualitative approach and used the classroom observations, open ended questionnaires and interviews to collect data in ethnically and linguistically complex primary schools. The sampled learners’ artefacts involved were from schools where learners go to school speaking different home languages from the school languages. The findings of the study indicate that the outcome of the policy is disastrous and learners find it difficult to acquire English as a foreign language. The learners’ artefacts indicate lack of comprehension, lack of understanding and lack of acquisition which consequently impacts on their general academic performance. The study concludes that ‘one size does not fit all’ and therefore it is necessary to reflect on the teaching and learning methods that suit the calibre of learners in rural areas. The study recommends that teachers should be trained to use relevant pedagogy to handle ethnically and linguistically complex classrooms.


Eureka, B. Mokibelo (Botswana)
THE OUTCOMES OF LEARNING A FOREIGN LANGUAGE: LEARNERS IN RURAL PRIMARY SCHOOLS IN BOTSWANA

This paper examines the outcomes of learning a foreign language on the learners in rural primary schools of Botswana. The task is carried out through scrutinizing artefacts from English language lessons. This paper is part of a larger study that investigated whether the Botswana language-in-education policy is implemented in ethnically and linguistically complex classrooms. The trend from literature review indicates that ethnic minority learners have a problem in coping with English as a foreign language. The study adopted the qualitative approach and used the classroom observations, open ended questionnaires and interviews to collect data. The sampled learners’ artefacts involved were from schools where learners start schooling speaking different home languages from the school languages. The findings of the study indicate that the outcome of the policy is disastrous and learners find it difficult to acquire proficiency in English as a foreign language. The learners’ artefacts indicate lack of comprehension, lack of understanding and lack of acquisition which consequently impacts on their general academic performance. The study concludes that ‘one size does not fit all’ and therefore it is necessary to reflect on the teaching and learning methods that suit the calibre of learners who speak different home languages from the school languages. The study recommends that teachers should be trained to use relevant pedagogy to handle ethnically and linguistically complex classrooms.


Joseph M. Mwelwa (Botswana)
USING A BILINGUAL RESOURCE TO DEVELOP CREATIVE READING AND WRITING IN LITERATURE IN THE LANGUAGE CLASSROOMS IN ZAMBIA

Teaching literature in the multilingual language classrooms in Zambia has been guided by a monolingual fallacy that has been unchallenged since English was proclaimed the sole language of instruction almost five decades ago. As a consequence, learners’ mother tongues and their concomitant reading and writing skills have been left out of mainstream literature pedagogy, effectively disadvantaging learners and teachers in the process. This paper reports on a doctoral study designed to develop an effective local-language-based intervention strategy for teaching grade ten (10) literature learners through bilingual materials and approaches. A local language - Bemba – and English were harnessed in a Bilingual Resource that acknowledges the learners’ linguistic and cultural knowledge of both languages. Archival retrieval and live recordings of Bemba oral traditional narratives provided initial data for the study. Through transcription and translation, the resource was created and tested through a series of seventeen (17) lessons taught by a literature teacher in the language classroom. Focus group discussions generated additional data which was analysed using qualitative techniques. Preliminary results show that participants are enthusiastic about the bilingual approach as it validates their language and culture while giving them a choice of reading and thinking in both languages. Learners are equally receptive to the bilingual materials describing them as fun, exciting and innovative.

Key Words: Zambia, Bilingual resource, literature, Bemba, English, Language of instruction, reading, writing, Bilingual approach, pedagogy, knowledge


MEI WAN NG (Singapore)
探究新加坡中学华文B课程之教材文本分析及其对施行读写结合教学策略的启发

新加坡中学华文B课程之教材文本分析对其施行读写结合教学策略的启发

新加坡教育部颁布的《2010母语检讨委员会报告书》指出，在未来华文B课程的教学重点将通过采取更多真实语料来培养学生的语言交际能力，并通过各种活动以及采取更多的生活语料（如新闻、广告、多媒体素材），使华文课更加生动有趣，让学生觉得华语其实就是日常生活的语言。在新加坡中学以华文作为二语教学的几种课程类别中，选修华文B课程的学生属华语基础较弱的一批学生。因此，华文B课程教学兼备听说和读写两个部分，当中不乏听说的综合任务课旨在让学生得以在做中学习。结合报告书对华文B课程与教学的重视，新编华文B课程的读写部分更是大量注入多元化的主题、不同类型的文体以及真实性的生活化语体，足可见编者希望能藉由真实性语境带动读写结合的教学，以更好地让学生的学习与教材文本产生共鸣，进而使学生认识到华语学习在日常生活中的实用价值。在强调生活化语料的教学场上，教材中的语体、语篇选择反映出来的意识形态确实有待解读。本文拟采用韩礼德的系统功能语法作为文本分析工具，对新加坡新编华文B教材里的文本话语作出剖析。教材文本话语的呈现，除了会影响教师对于教材的理解，对于教师选用的读写结合教学策略以及学生的读写学习也有着一定程度地交互性影响作用。相信本研究能对文本话语分析的理论和实践能有一定程度的拓展之余，亦能对新加坡以华语作为二语的学习者在读写学习上有所启发。

关键字：新加坡中学华文B课程 教材 文本分析 读写结合 教学策略

Discussion about discourse analysis of Singapore Chinese language B textbook and how it inspires the implementation of integrated reading-writing teaching strategies

"Mother Tongue Languages Report Review Committee Report 2010" issued by the Ministry of Education of Singapore pointed out that the focus on Chinese language B curriculum will train students to communicative competence in the future by taking a more real corpus, through a variety of activities and take more lives corpus (such as news , advertisements, multimedia material ) to make Chinese lessons more interesting, so that students feel that Chinese is actually daily life language. In various Chinese curriculum of Singapore secondary schools, students whom is taking Chinese language B are considered someone with weak fundamental in Chinese language. Therefore, Chinese language B textbooks consists of both oral practice, reading and writing practice into two parts. Besides, it also includes integrated task to enable students to learn lessons through doing practice. By seeing the review report emphasizes on the importance of Chinese language B, curriculum editors purposely inject more diverse themes, different types of genre into Chinese language B newly edited textbook. The editors hope to see that context driven by a combination of authenticity teaching literacy can lead students to a better learning of teaching materials, thereby enabling students to understand the Chinese language learning in their daily life. Different forms of genre and discourse reflected the ideology of choice needs to be interpreted, especially when it appears inside textbooks. This paper intends to use Halliday's systematic functional grammar as text analysis tool, to analysis discourse and genre inside Chinese language B newly edited textbook. The appearance of textbooks discourse and genre not only will affect teachers' understanding of the teaching material, therefore it will also affects the teaching strategies which chosen by teachers. I believe this research can text on discourse analysis theory and practice can have more than a certain degree of expansion, and it can also give Singapore to Chinese as second language learners a certain forms of inspiration towards the path of Chinese language learning.

keywords: Singapore secondary chinese language B curriculum, textbook, discourse analysis, integrated reading-writing instruction, teaching strategy


Jayeon Noh & Jeong Hee Ko (Korea)
A RESEARCH ON THE RESPONSE OF KOREAN LITERARY EDUCATION TO THE MULTICULTURALISM

In South Korea, “multicultural literacy” has risen as a new issue of literacy education. This research will examine how the demands of multicultural literacy education are accepted in a literary education in Korean public education system. For this, this research will review national literary education curriculums amended in 2007, 2009, 2011 and literary textbooks. Through this analysis, this research investigate how a Korean literary education delivers the needs of multicultural society.
In South Korea, a homogeneous ethnic group and a monolingual nation, there have been little needs of KFL(Korean as a foreign language)/KSL(Korean as a second language) education so far. But number of students with diverse cultural backgrounds has been increasing, which accelerates the diversity of racial, ethnical and cultural aspects in school these days. In this situation, Korean language education for student in Korea cannot remain as the mother tongue education in a monocultural context anymore.
For this reason, Korean education faces a new circumstance which requires a different perspective for the ‘cultural literacy’. That’s because the components and characters of ‘cultural literacy’, which means all kinds of cultural knowledges required for participating in a society/culture, need to be amended as the society changes. It became a problem of cultural literacy that how the students keep their own identities and which point of view they should take to other cultures.
In Korean education, literary education has taken a high place in cultural literacy education because the literal text involves cultural factors in itself and is closely related to the questions of value based on cultural context. As the multicultural literacy became a new factor of cultural literacy, the literary education curriculum started to deliver those demands in someways. And it has been influencing on the choice of literary materials and activities of textbook.
To examine how the demands of multicultural education are accepted, this research uses the objects and methods of study as followings: extracting provisions related to multicultural literacy in each period of curriculums and analyzing how they deal with it. Through this, we will find out diachronical changes in curriculum and the function of literary materials; analyzing literary texts in textbooks under each curriculum quantitively and thematically; examining whether learning activities in textbooks provide proper experiences for expanding multicultural literacy to students in a critical point of view. From those, this research expect to give a reflective point of view to early corresponding of language education to social change and suggest a new direction of multicultural literacy education.


Hyesun Paik (Korea (The Republic Of))
BEYOND THE CURRICULUM: KOREAN ELEMENTARY STUDENTS' FUNDS OF KNOWLEDGE IN THEIR LITERACY PRACTICES

Context
In a second grade classroom in Seoul, South Korea, some students are doing a play, the president of a publishing company, during the recess. These students established a virtual publishing company with friends, made books through the division of labor, and sold the books to friends with sales skills. Students’ plays in this classroom were observed to identify different funds of knowledge (Moll, Amanti, Neff, & Gonzalez, 1992) they might have, such as homes, peer groups, and other systems and networks of relationships.

Aims
This study had two purposes. This study aimed to analyze the kinds of funds of knowledge in second grade students’ literacy practices. Another purpose of this study is to compare and contrast literacy practices in the classroom to ones in the national curriculum of Korean language and to find implications for the revision of the curriculum.

Methods
A qualitative case study design was adopted to conduct this research study. Sixteen students (7 males and 9 females) in the classroom participated in this study. To increase reliability and validity of data, data sources were triangulated. First, students’ plays were observed and recorded both through field notes and video camera. Second, all students were interviewed twice. All interviews were transcribed verbatim. Third, classroom artifacts related to the plays (e.g., books that students created and documents they used) were also included in the data set. Finally, a survey about students’ home literacy environment was also collected to obtain additional information on participants’ funds of knowledge. Constant comparative method (Strauss & Corbin, 1990) was used to analyze observation field note, interview transcripts, and artifacts.

Results and Discussion
The results indicated that second graders brought diverse funds of knowledge into their plays. Most of the funds of knowledge originated from prior educational institutes they attended. However, knowledge from outside of education systems also came into the play. For instance, students applied their prior knowledge about negotiation, writing contract papers, and computer gaming to the role-playing game in the classroom. The results imply that the national curriculum needs to shift from a focus on learning basic skills to the recognition and inclusion of out-of-school literacy practices. Consequently, teachers and curriculum developers are required to understand the funds of knowledge that are available for their students outside of school.


Irene Pieper (Germany)
THE POTENTIAL OF LITERARY DIALOGUE IN HETEROGENEOUS LEARNING ENVIRONMENTS

In German literature education dialogical approaches to literature are highly valued. Research points to the importance of communication about literature in the socialisation process but also stresses the difference between the various environments for encounters with literature, namely the non-formal contexts of family and peers and the institutional context of schooling. Despite heavy criticism on teacher-centred communication about literary texts it is claimed that conversation about literature in the classroom can lead into intensive encounters with literature which help developing both motivation in reading and literary competence. This seems of specific importance with regard to students who lack experiences of literature communication outside school. The paper examines two cases comparatively in order to explore criteria of quality in the literary dialogue. The examination is based on conversational analysis. It looks at the role of the teacher in staging the discussion, namely on potential prompts and feedback. Besides, choice of text and its presentation is focussed upon.


Ekaterina Protassova & Aleksei Korneev ()
FINNISH-RUSSIAN BILINGUALS ACQUIRING BILITERACY

Finland is a bilingual country (Finnish and Swedish are state languages) with a population of 5.4 million people. Of this figure, 1.1% is Russian-speaking. As Finland borders Russia, the Russian language is important for economics, politics and culture; therefore the interest in studying it is relatively strong. This current research takes primary school children and investigates their literal language proficiencies. The study aimed to measure written language proficiency at the first stage of literacy, after the alphabetization has been completed. By that time, children had studied at the Finnish-Russian school in Helsinki, Finland, for two years; later, the same experiment was carried out after one year. Participants came from Finnish- or Russian-speaking or bilingual families and may have attended bilingual kindergartens before entering school (and the control groups from Finnish and Russian homes). They were exposed to both languages as vehicles for literacy during their education. This research determines how the family language and bilingual surroundings influence the abilities to read and write in both languages, as well as whether and how the skills are interrelated. Finnish and Russian, being typologically different and using different script systems (Roman vs. Cyrillic) and writing books (manuscript vs. cursive) in addition to various transcription principles, impose certain difficulties, but at the same time, the ability to perform literary skills is sharpened. The results mirror the variability in the amount of language input students have received and in the use of either language in families and society. We tried to match samples of Russian- vs. Finnish-dominant bilinguals performing a series of tasks under more or less controlled conditions. We attempted to shed light on reading and writing, examining the speed of reading and the quality of writing. For the present study, we have chosen two samples of subjects, those who were Russian-dominant Russian-Finnish bilinguals (RDB) and those who were Finnish-dominant Finnish-Russian bilinguals (FDB). There were fewer errors in the Finnish than in the Russian texts; the Russian orthography is more opaque than the Finnish writing rules. Yet, the accuracy rate of the writing is higher in Russian cursive than in Finnish hand printing letters. The family literacy practices make us think that the differences in attitudes of Russian vs. Finnish parents might influence the results of double-literacy acquisition. So, Russian parents start to show letters to their children quite early and often think that it is the family’s duty to encourage them to read and write before they go to school. The Finnish parents usually transpose this process until children go to school and trust teachers for the methods they employ. Pupils’ participation in written and oral language has a social purpose, when the welcoming society’s rules must be acquired and achieving educational success has to be supported; the home language and cultural practices must be maintained as well.


Sudarsono M.I. Sudarsono (Indonesia)
ANALYSIS OF THEMATIC PROGRESSION IN STUDENTS’ WRITING AND PEDAGOGICAL IMPLICATIONS FOR THE TEACHING OF WRITING

Among the three metafunctions in the SFL genre theory, those are ideational, interpersonal, and textual, structural organization of ideas concerns the strand of meaning associated with the Textual Theme Mode. In this regard, one of the most important analytical endeavors at this level of metafunction is to determine the thematic progression (Danes, 1974) which in text is realized as processes of prediction, for example, macro-theme to predict hyper-theme (Martin 1992). This paper generally attempts to describe how university students organize complex ideas in their writing. Specifically, this study explores the theme-rheme patterning as realization of the ways students visualize abstract realities. That is as well description of thematic structure in association with grammatical metaphor, conjuctive relation, and relational process. The text data were gathered primarily from 35 undergraduate students. The texts were written in response to the recently published book on SFG (Introducing Systemic Functional Grammar). In the context of the Indonesian current literature on SFG, the publication of the book was of noteworthy contribution given the fact that the nation’s new curriculum has provided some appreciable amount of space for creativity in the application of the SFL genre-based approach to teaching and learning amid the scarce resource materials on the subject. Using the analytical framework of thematic progression (Danes, 1974; Eggins, 2004; Halliday, 1994), the present study ran analysis by first outlining the super-themes across 35 brief comments, followed by analysis on the macro- and hyper-theme levels. Further, more detailed analysis of Danes' three types of thematic progression, those are Simple Linear Thematic Progression, Thematic Progression with Continuous Theme, and Thematic Progression with Derived Themes, provided insights into cross-referential links from theme to theme or rheme to theme in students' writing. Tentative findings demonstrated the various ways thematic progression was attempted in the writing albeit frequently confronted with little success given the status of the English language as a Foerign Language to the students. With this limitation notwithstanding, the findings in turn on the pedagogical basis served to inform the practices of the teaching of writing to university students.


SIok Hoon Tee (Malaysia)
THE SIGNIFICANCE OF FIRST AND SECOND LANGUAGE IN IB EDUCATION

“國際文憑課程：第一語言和第二語言的重要性”

國際文憑旨在培養21世紀優秀的世界公民。在國際文憑世界學校多元語言及多元文化的環境下，學生來自全球五湖四海不同國家、不同語言環境、不同文化、不同年齡、不同性別，他們的語文水平參差不齊。在學習第一語言（語言A）以外，為何還需要學習第二語言（語言B）？

這篇論文發表將會從社會互動、經濟以及就業角度探討學習第二語言的原因與其重要性。根據目前全球趨勢，分析雙語學生為何在學習上、價值觀、國際觀或將來就業上佔優勢。

為什麼國際文憑教育那麼注重語言B教學？ 國際文憑課程語言A和語言B有什麼不同之處？國際文憑的語言B課程跟其他傳統學校的語言課程又有什麼不同？這些不同之處如何形成了國際文憑的語言B課程的特色？國際文憑語言B如何進行有效的第二語言的教學與學習？

這篇論文發表將分析國際文憑課程語言A和語言B的不同以及造成這些差異的原因並且根據語言A和語言B的課程宗旨，尤其是從維護、傳承和延續亞洲人傳統、文化、價值觀角度出發，探討國際文憑語言A和 語言B課程的影響。

語言A和語言B的挑戰： 從教師以及學生觀點出發，國際文憑語言A和語言B的課程從規劃到課堂教學到底面臨怎樣的挑戰？ 學生語言背景不同、年齡有差異、語文能力參差不齊，學校如何提供母語、第二語言以及其他語言的學習？如何進行策略性和高效性的教學？

從學校角度來看，國際文憑語言A和語言B如何同時開班、如何安排教師以至如何安排每班學生人數以符合經濟效益；如何依照學生語言能力分班並規劃適當的課程以至評估。

這片論文發表將根據國際文憑語言A和語言B的宗旨帶出其重要性，並從課程規劃、分班政策、教學到評估，分析國際文憑通過語言A和語言B，培養掌握雙語的精英，貫徹真正的國際教育。


Johannes Vollmer (Germany)
SUBJECT LITERACIES – CURRICULUM DESIGN FOR ACADEMIC LANGUAGE SUPPORT

The term subject literacy has evolved in the course of research on Content and Language Integrated Learning and in particular on the role of language in the content classroom (Llinares/Morton/Whittaker 2012, Vollmer 2013). It is understood as an extension of the traditional literacy concept by linking it to that of subject knowledge and subject competence which I will define as subject-based discourse competence. The notion comprises at least six aspects which will be presented and discussed.
Developing subject literacies in L1 (and even more so in L2) requires full understanding and participation in subject learning for all students. This in turn requires language awareness and quality teaching on the part of subject teachers (Council of Europe 2013), especially forms of scaffolding and systematic language support for unfolding academic language proficiency alongside with the mastery of genres and basic cognitive-linguistic functions (also called discourse functions, e.g. describing, explaining, hypothesizing ..., Vollmer 2012). In addition to L1 (where the subject is language itself) each “non-language” subject has a particular contribution to offer for the linking of language to content and to the development of subject-specific meaning-making.
These issues involve looking at school education across the curriculum in a two ways: starting from comparing domains and finding out structural commonalities between different content areas, identifying the differences between them and their specific ways of thinking, arguing and communicating (e.g. physics versus religious education – bottom-up approach). They also require to define a curricular framework of language competences (top-down approach) necessary for constructing knowledge in the different subjects through reading and writing (epistemological function), for presenting and exchanging about the insights (communicative function), for applying/transferring outcomes to other problems, also outside school (socio-scientific function) and for reflecting about the learning process, its potentials and limits (meta-cognitive function). I will report on an ongoing study in which such a curricular framework of general language abilities was developed for one of the German “Lander” (Thuermann/Vollmer 2011), now being validated and modified by different subjects for their own purposes and needs – with surprising results. Specific examples for math, the sciences and religious education will be given, all of them related to the explicit development of academic language as a thinking tool.

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Wiebke von Bernstorff (Germany)
THE POSSIBILITIES GERMAN EXILE LITERATURE FOR THE MULTICULTURAL GERMAN CLASSROOM AND INTERCULTURAL EDUCATION: TEACHING MATERIAL FOR ERIKA MANNS' CHILDREN'S BOOK "A GANG OF TEN"

My research interest is the combination of intercultural and literature education. The German exile literature from the times of World War II is a valuable resource for the cultural memory especially concerning the intercultural experiences the authors made themselves in their exile countries and the experiences they imagined in their literary works. There are a lot of exile authors, which wrote children’s literature either for an imagined German audience or for the exiled German children and for the children in the exile countries as a whole. This is a very interesting domain of literature research under intercultural aspects, which is until now barely conducted.
Erika Mann for example not only lectured in the whole USA about Nazism to explain the urgent need for standing up against fascism, she also wrote children’ s book with the wish to inform the American children and society as a whole about the fate of exiled German children and to fight against cultural stereotypes. “A Gang of Ten” (1942) is a detective story, which the author uses for this educational goal. A group of exiled children from the “United Nations” (China, Russia, Netherlands, Great Britain, France) come to the USA and become part of a boarding school called “New World”. Erika Mann presents the different children on first sight in agreement with cultural/national stereotypes. Through the narrative structure, which engages the reader in changing perspective taking activities, she motivates the reflection of these stereotypes while the detective story enrolls. Because it is a book suitable for 12-14 year old readers the question is how the competence of reflecting different perspectives and the motivation and fun to read a detective story can come together. It is also a historical text. The historical context is foreign to our own situation at present. On the other side there are various connecting chains to problems of our world society today. Historical learning and the chances of self-awareness in the context of our globalized world can come together in the multicultural literature classroom. I will present material for literature classes in which the intercultural learning possibilities will be combined with the goal of literature education. I want to show how both can work together if we approach the literary text in a reflective way. Also I want to discuss the implications and ideas about the material I will outline.


Kimberly Wolbers (United States)
DEVELOPMENT OF THE STRATEGIC AND INTERACTIVE WRITING CURRICULUM

We will present curriculum design and development of teacher materials associated with Strategic and Interactive Writing Instruction (SIWI), a writing approach used with deaf and hard of hearing (d/hh) students. The population of d/hh students is linguistically diverse, as students have varying levels of proficiency in English and/or Sign Language, and approach writing from L1 or L2 perspectives.

We are entering the third and final year of an Institute of Education Sciences (IES) funded project. The purpose of this project is to extend SIWI to third through fifth grade learners. Prior studies with middle school d/hh students provide evidence that SIWI has a significant impact on students’ expressive language, word identification abilities, motivation, and writing outcomes at the word, sentence and discourse levels (Author, 2008, 2010, 2011; Author, Author & Bowers, 2011). SIWI has also led to significant reductions of American Sign Language (ASL) features in students’ writing (Author, Bowers, Author & Graham, 2013).

In the first two years of the grant, we iteratively designed and developed the curriculum and teacher materials in partnership with six teachers in different instructional settings (e.g., Oral and Bilingual contexts). During this process, we collected feasibility data to show whether the intervention was functioning as intended and whether teachers were implementing with fidelity. In the third year of the grant, we will test the efficacy of this curriculum in an experimental group study.

What is SIWI? SIWI consists of three major instructional principles—strategy instruction, interactive instruction, and development of metalinguistic knowledge and linguistic competence. SIWI incorporates strategy instruction in writing whereby students are explicitly taught strategies for planning, organizing, writing and revising. It is interactive in that teachers and students co-construct pieces of writing together, and through this, novice writers are apprenticed in all aspects of the writing process. Both approaches have been known to be successful with a wide range of students, not specifically d/hh students (Englert & Dunsmore, 2002; Englert, Mariage & Dunsmore, 2006; Graham, 2006; Graham & Perin, 2007; Mariage, 2001).

The third principle, with emphasis on developing metalinguistic awareness and linguistic competence in both ASL and English, is specific to d/hh students (Author, 2008). During interactive writing, the teacher may explicitly teach aspects of ASL or English grammar to develop students’ metalinguistic awareness. She may place ideas on a board called the language zone, in picture, gloss, etc. (Author, 2008; Author et al., 2012) and then guide the translation process to English. Implicit English opportunities are promoted through rereading the English co-construction often (Author, 2010). With guidance from the teacher, the text is constructed at a level just beyond what students can write independently. The text serves as comprehensible and slightly advanced input (Krashen, 1994), since it stems from students’ expressions and is meaningful to them.

We will present aspects of development including the language zone, the fidelity instrument and video models, visual scaffolds, strategy instruction lessons, and functional language analyses that drive purposeful and contextualized language objectives.


Kimberly Wolbers & Hannah Dostal (United States)
DEVELOPMENT OF THE STRATEGIC AND INTERACTIVE WRITING (SIWI) CURRICULUM

We will present curriculum design and development of teacher materials associated with Strategic and Interactive Writing Instruction (SIWI), a writing approach used with deaf and hard of hearing (d/hh) students. The population of d/hh students is linguistically diverse, as students have varying levels of proficiency in English and/or Sign Language, and approach writing from L1 or L2 perspectives.

We are entering the third and final year of an Institute of Education Sciences (IES) funded project. The purpose of this project is to extend SIWI to third through fifth grade learners. Prior studies with middle school d/hh students provide evidence that SIWI has a significant impact on students’ expressive language, word identification abilities, motivation, and writing outcomes at the word, sentence and discourse levels (Wolbers, 2008, 2010; Wolbers, Dostal & Bowers, 2011). SIWI has also led to significant reductions of American Sign Language (ASL) features in students’ writing (Wolbers, Bowers, Dostal & Graham, 2013).

In the first two years of the grant, we iteratively designed and developed the curriculum and teacher materials in partnership with six teachers in different instructional settings (e.g., Oral and Bilingual contexts). During this process, we collected feasibility data to show whether the intervention was functioning as intended and whether teachers were implementing with fidelity. In the third year of the grant, we will test the efficacy of this curriculum in an experimental group study.

What is SIWI? SIWI consists of three major instructional principles—strategy instruction, interactive instruction, and development of metalinguistic knowledge and linguistic competence. SIWI incorporates strategy instruction in writing whereby students are explicitly taught strategies for planning, organizing, writing and revising. It is interactive in that teachers and students co-construct pieces of writing together, and through this, novice writers are apprenticed in all aspects of the writing process. Both approaches have been known to be successful with a wide range of students, not specifically d/hh students (Englert & Dunsmore, 2002; Englert, Mariage & Dunsmore, 2006; Graham, 2006; Graham & Perin, 2007; Mariage, 2001).

The third principle, with emphasis on developing metalinguistic awareness and linguistic competence in both ASL and English, is specific to d/hh students. During interactive writing, the teacher may explicitly teach aspects of ASL or English grammar to develop students’ metalinguistic awareness. She may place ideas on a board called the language zone, in picture, gloss, etc. (Wolbers, 2008; Wolbers et al., 2012) and then guide the translation process to English. Implicit English opportunities are promoted through rereading the English co-construction often (Wolbers, 2010). With guidance from the teacher, the text is constructed at a level just beyond what students can write independently. The text serves as comprehensible and slightly advanced input (Krashen, 1994), since it stems from students’ expressions and is meaningful to them.

We will present aspects of development including the language zone, the fidelity instrument and video models, visual scaffolds, strategy instruction lessons, and functional language analyses that drive purposeful and contextualized language objectives. Time permitting, we will share feasibility study data.


Chinwei Wu (Taiwan)
THE CULTIVATION OF HUMANISTIC SPIRIT AMONG THE COLLEGE STUDENTS: FROM READING THE LITERATURE OF HISTORICAL HURTS

本文重點在於深化人文素養的多元教材及教學中，從閱讀歷史傷痕文學作品是落實大學通識教育核心目標有意義的切入點。通識教育課程是大學同學反思生命意義與建構情緒美感教育的最後機會。近幾年在通識國文教學中多方嘗試配搭古今中外的經典作品，透過跨文化、跨時空的比較參照，提升學習者興趣，引導學習者得以開展新視野，深入反思生命問題。其中閱讀討論歷史傷痕文學作品如《羊脂球》(莫泊桑，中文譯本商周出版2005)、《偷書賊》(朱薩克，中文譯本木馬出版2007)、《追風箏的孩子》(胡賽尼，中譯本木馬出版2006)等單元時，常有美好的收穫與回饋。這些故事之背景都有戰亂與族群的激烈衝突，你死我亡的強烈壓力一波一波沖刷腐蝕搖晃不穩的道德觀，揭露出人性深處的黑暗面，原來歷史傷痕並非源自烽火漫天或槍林彈雨，而是遭到背叛與出賣。在課堂中閱讀各單元，教學過程鋪陳故事之結構布局，提點對話中的思維面向，引導學習者面對生死問題以及個人內在認知。再進一步則是比較該單元內容，從人群社會觀點來思索歷史傷痕如何撫平。針對這個議題，《羊脂球》中人物表現出偽善與事不關己；《偷書賊》的視野則是留下歷史紀錄，《追風箏的孩子》則是勇敢面對，以愛的力量化仇恨為真正寧靜和平。值得一書的是《偷書賊》與《追風箏的孩子》二書中的主要人物都是愛閱讀的孩子，從閱讀中得到心靈力量，感人至深。

The main aim in this paper is to find the effective way to cultivate the humanistic spirit among the college students from reading the literal novels describing the historic hurts among the different peoples. The three novels, Boule de Suif (Henri René Albert Guy de Maupassant, 1880, Butterball un English), The Book Thief (Markus Zusak, 2007) and The Kite Runner (Khaled Hosseini 2006) as the main readings in the class. The wars among the different peoples took away many lives. The cultural conflicts among the groups of different social classes made the much painful hurts. More than those the evil darkness such as selfishness, envy hurt people so deep. Nevertheless the stories in these novels present the beautiful mind of love. The important point in the stories is that from reading and writing the characters got the power of facing the pains, choosing forgiveness, keeping living.


Zhang Ying (Singapore)
AUTHENTIC ASSESSMENT BASED ON A PARALLEL CURRICULUM MODEL FOR RI’S CHINESE READING PROGRAMME

The issue of getting students to read more Chinese books is a challenge for many Chinese language teachers in Singapore. Many gifted students love reading, however, not Chinese books. Low level of intrinsic motivation is the barrier which discourages students from reading Chinese.

Authentic assessments are designed based on Parallel Curriculum Model, and used in Chinese Reading Programme, provide opportunities for students to use the key processes and strategies to address important issues, questions, and problems, in order to motivate students, promote excellence, and help students develop habits of lifelong passion for reading.

The authentic assessment tasks are designed to develop student ability in:
(1) Explaining key concepts, principles and skills relevant to the topics.
(2) Explaining how concepts may be applied across different topics and subjects
(3) Explaining and having students adopt the lens of a practitioner.


Qiuling (秋玲) Zhang（张） & Yin Xuncai (China)
THE CRITICAL ASPECTS ON THE OBJECT OF TEACHING AND LEARNING ON THE CHINESE MOTHER TONGUE

Comparing Chinese language with other subjects（Mathematics, History etc.）, the former focuses more on learning how to use the mother tongue to convey thoughts and feelings ,which is the curriculum value of Chinese subject to students’ growing. In view of the teaching and learning materials, we can differentiate and analyze the critical aspects on the object of teaching and learning in the external and the internal. The Implicitness and the uncertainty are two basic aspects due to its external; And Three-level structure, speech and thinking, results and processes, are three key features summarized from the language’s own internal.


Hu Zhiyuan (China)
中国大陆幼儿园教师如何促进幼儿的语言学习？

为了研究2003-2013年幼儿教师在幼儿语言教学上有哪些变化？我们主要从教学资源、教学方式两个方面，我们选取了河北保定市、山东济南市、浙江温州市三个城市的1000名教师进行问卷调查，同时对3位教师代表进行访谈交流，研究发现，和十年前相比，在促进幼儿语言学习方面，中国大陆的幼儿教师有更丰富的资源可以选择，也会运用更多的活动方式，幼儿的学习也更积极主动，家长的支持力度也更大。但也同时面临资源选择、方式运用等难题，我们全体合力进一步破解！