Advertisement

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

  • Mark Feng Teng
  • Barry Lee ReynoldsEmail author
Chapter

Abstract

This chapter provides a starting point for reflecting on what is important to understand second language (L2) or foreign language (FL) literacy instruction for Chinese speakers. The field of FL/L2 literacy is interdisciplinary in nature and is informed by research covering the fields of second language acquisition, reading research, writing research, bilingual processing, sociocultural factors, language assessment, critical language pedagogies, social semiotics, and language policies. With a focus on current innovative practices, this chapter conceptualizes English FL/L2 literacy development in primary, secondary, and higher education contexts and juxtaposes the similarities and differences in English FL/L2 literacy instruction in mainland China, Hong Kong, Macau, and Taiwan.

References

  1. Crawford, J., & Irving, C. (2013). Information literacy and lifelong learning. Cambridge: Chandos Publishing.Google Scholar
  2. Donehower, K., Hogg, C., & Schell, E. (2011). Reclaiming the rural: Essays on literacy, rhetoric, and pedagogy. Carbondale: Southern Illinois University Press.Google Scholar
  3. Edwards, D., & Potts, A. (2008). What is literacy? Thirty years of Australian literacy debates (1975–2005). Paedagogica Historica: International Journal of the History of Education, 44(1–2), 123–135.CrossRefGoogle Scholar
  4. Helman, L. (2016). Literacy development with English learners: Research-based instruction in grades K-6 (2nd ed.). New York, NY: Guilford Press.Google Scholar
  5. Hu, G. (2005). English language education in China: Policies, progress, and problems. Language Policy, 4, 5–24.CrossRefGoogle Scholar
  6. Lems, K., Miller, D., & Soro, T. (2017). Building literacy with English language learners: Insights from linguistics (2nd ed.). New York: Guilford.Google Scholar
  7. Mackey, M. (2004). Playing the text. In T. Grainger (Ed.), The RoutledgeFalmer reader in language and literacy (pp. 236–252). New York: Routledge.Google Scholar
  8. McKenna, M. C., & Robinson, R. D. (2013). Teaching through text: Reading and writing in the content areas (2nd ed.). London: Pearson.Google Scholar
  9. Meek, M. (1991). On being literate. London: Bodley Head.Google Scholar
  10. Ruan, J., & Leung, C. (Eds.). (2012). Perspectives on teaching and learning English literacy in China. Dordrecht: Springer.Google Scholar
  11. Teng, F. (2019). The benefits of metacognitive reading strategy awareness instruction for young learners of English as a second language. Literacy.Google Scholar
  12. UNESCO. (2006). Understandings of literacy. Retrieved from http://www.unesco.org/education/GMR2006/full/chapt6_eng.pdf.
  13. UNESCO Institute for Statistics. (2008). International literacy statistics: A review of concepts, methodology, and current data. Montreal, Canada: UNESCO Institute for Statistics.Google Scholar

Copyright information

© The Author(s) 2019

Authors and Affiliations

  1. 1.Hong Kong Baptist UniversityKowloon TongHong Kong
  2. 2.University of MacauTaipaMacau

Personalised recommendations