Teaching and Learning Chinese through Immersion:A Case Study from the North American Context  

作　　者：Chan LÜ 

机构地区：[1]Department of Asian Languages&Literature,University of Washington,Seattle,WA 98195-3521,USA

出　　处：《Frontiers of Education in China》2020年第1期99-141,共43页中国高等学校学术文摘·教育学（英文）

摘　　要：With the promise of achieving bilingualism,biliteracy,and cultural pluralism,Chinese immersion programs for students from kindergarten to 12th grade(K-12)in North America,especially the US,have been proliferating in the past two decades.Research on this rapidly growing population of non-native Chinese learners is also growing.This research synthesis focuses on 35 selected studies published in recent years on Chinese immersion in both Chinese and English language journals and books.The review found that researchers are exploring a wide range of issues with respect to language and literacy development in Chinese immersion programs,including academic achievement in English,language and literacy acquisition in Chinese,instructional strategies and classroom interaction,as well as learners’language use and its sociolinguistic variations.These studies reflect a growing interest in and demand for learning more about the lesser-researched Chinese foreign language(CFL)learner population,and this review concludes with suggestions for future research on Chinese immersion based on its curricular features as well as specific considerations for conducting research with young,emergent bilingual and biliterate learners.

关 键 词：K-12 education Chinese immersion programs Chinese as a foreign language(CFL) academic achievement bilingual and biliteracy acquisition instructional strategies classroom interaction learner language 

分 类 号：H31[语言文字—英语]