English Literacy Instruction for Chinese Speakers

1. Front Matter

   Pages i-xxxvi

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2. Introduction

   1. Front Matter

      Pages 1-1

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   2. English Foreign and Second Language Literacy Development for Chinese Speakers: What Do We Know?

      • Mark Feng Teng, Barry Lee Reynolds

      Pages 3-13

3. English Literacy Instruction for Pre-primary and Primary Education

   1. Front Matter

      Pages 15-15

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   2. Developing a School-Based Reading Program for Lower-Grade Primary Learners: The Case of a Primary School in Hong Kong

      • Benjamin L. Moorhouse, Kevin M. Wong

      Pages 17-34

   3. Measuring the Vocabulary Knowledge of Hong Kong Primary School Second Language Learners Through Word Associations: Implications for Reading Literacy

      • Qing Ma, Hung Yuk Lee

      Pages 35-56

   4. Second Language Literacy Instruction for Pre-primary Learners in Hong Kong: Using Stories, Songs, and Games

      • Mei Lee Ng

      Pages 57-73

   5. The Effectiveness of Tailor-Made Content and Language Integrated Learning Materials for Taiwanese Primary School Students’ Literacy Development

      • Tsui-Ying Lin, Wei-Hua Shih, Min-Shan Lee

      Pages 75-93

   6. English Literacy Instruction in Macau Primary Education: What Can We Learn from the Award Scheme on Instructional Design?

      • Kan Kan Chan

      Pages 95-108

4. English Literacy Instruction for Secondary Education

   1. Front Matter

      Pages 109-109

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   2. English Literacy Development in Mainland Chinese Secondary English Classrooms: Pedagogical Recommendations for Enhancing Formulaic Language

      • Chen Ding, Barry Lee Reynolds

      Pages 111-126

   3. Spaced Multi-draft Composing and Feedback in Mainland Chinese English as a Foreign Language Secondary School Writing Literacy

      • Gavin Bui, Rhett Yu

      Pages 127-141

   4. Evolution of Writing Assessment in Hong Kong Secondary Schools: Policy, Practice, and Implications for Literacy Development

      • Ricky Lam

      Pages 143-157

   5. Developing Thinking Skills in English Literacy Instruction in Taiwanese Secondary Schools: Teachers’ Perspectives

      • Yuh-show Cheng, Hsi-nan Yeh

      Pages 159-173

   6. Literacy Skills Education from the Perspective of English as a Lingua Franca: A Case Study on Taiwanese Students’ Secondary English Language Education Experience

      • Melissa H. Yu

      Pages 175-194

   7. Teaching Reading in the Macau Secondary English Classroom: Some Critical Issues to Consider

      • Matilda Wong

      Pages 195-208

5. English Literacy Instruction for Tertiary Education

   1. Front Matter

      Pages 209-209

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   2. Critical Investigation of Intercultural Communication Instruction: Building Mainland Chinese University Students’ Critical Language Awareness and Intercultural Literacy

      • Fan (Gabriel) Fang, Lianjiang Jiang

      Pages 211-227

   3. Innovating English Literacy Instruction: A Writing Center at a Chinese University

      • Jing Zhang

      Pages 229-243

   4. Developing Second Language Literacy: Taiwanese College Students’ Error Types in Focused Feedback Effectiveness

      • Chian-Wen Kao

      Pages 245-264

Written with an emphasis on instruction, policy, practice, and assessment, this book focuses on English literacy at the pre-primary/primary, secondary, and university level, and discusses literacy policies in the region. An easy-to-read, solidly grounded book, it offers practical, thought provoking resources for classroom teachers and educators. It notably features explanations of key literacy skills, up-to-date research findings, and classroom applications that are contextualized for mainland China, Hong Kong, Macau, and Taiwan. This book provides pre-service and in-service teachers, English classroom practitioners, language teacher educators, literacy researchers, and students in research/teacher training programs a core set of instructional techniques on how to incorporate literacy-related ideas into English language classrooms. A valuable pedagogical resource for teaching and learning L2/EFL literacy, this book also highlights discussions on language and literacy policies and new examples of actual classroom teachers that have put English literacy instruction into practice.

• L2 Literacy and Policy in Greater China
• EFL Literacy Assessment in China
• Literacy Instruction and Second Language Acquisition
• TESOL in China
• English Curriculum and Instruction in China
• English as a Foreign Language in China
• english

• University of Macau, Taipa, Macau

  Barry Lee Reynolds

• Hong Kong Baptist University, Kowloon Tong, Hong Kong

  Mark Feng Teng

Barry Lee Reynolds is Assistant Professor of English Education in the Faculty of Education at the University of Macau, Macau SAR, China. His extensive list of over 50 publications includes journal articles, book chapters, book reviews, conference papers, and edited books. He has taught EGP, EAP, ESP and trained language teachers in the USA, Taiwan, and Macau.

Mark Feng Teng is a PhD candidate in Hong Kong Baptist University, Hong Kong SAR, China. His professional interests include writing, vocabulary, and identity research. He has published over 40 articles in international flagship journals, including TESOL Quarterly, Applied Linguistics, and Language Teaching Research, among others. Currently, he is serving as a guest editor for several international journals.