Modern Chinese for Heritage Beginners aims to serve as a stepping-stone for Chinese heritage language learners’ future Chinese learning, inspiring them to reflect on their identities, learn Chinese American history, and embrace their cultural heritage. The book starts with talking about individuals and families and then expands to the Chinese and Asian American communities in the U.S. and eventually to the entire American society, all from the unique perspective of Chinese American students. Taking a macro approach that builds learners’ literacy skills on their initial abilities in speaking and listening, each lesson starts with listening and speaking activities and then moves to reading and writing. The content complexity and language difficulty are balanced to present rich content that matches students’ critical thinking abilities in a language appropriate for their literacy level. Lively and humorous language makes the book a joy to read. Each lesson has a conversation and an essay to expose students to informal and formal registers. Moreover, authentic tasks are designed to facilitate students’ language output, following the three modes of communication promoted by the American Council on Teaching Foreign Languages: interpersonal, interpretive, and presentational. This theme-based Chinese textbook is written for high school and college-level Chinese heritage language learners.

Modern Chinese for Heritage Beginners aims to serve as a stepping-stone for Chinese heritage language learners' future Chinese learning, inspiring them to reflect on their identities, learn Chinese American history, and embrace their cultural heritage. The book starts with talking about individuals and families and then expands to the Chinese and Asian American communities in the U.S. and eventually to the entire American society, all from the unique perspective of Chinese American students. Taking a macro approach that builds learners' literacy skills on their initial abilities in speaking and listening, each lesson starts with listening and speaking activities and then moves to reading and writing. The content complexity and language difficulty are balanced to present rich content that matches students' critical thinking abilities in a language appropriate for their literacy level. Lively and humorous language makes the book a joy to read. Each lesson has a conversation and an essay to expose students to informal and formal registers. Moreover, authentic tasks are designed to facilitate students' language output, following the three modes of communication promoted by the American Council on Teaching Foreign Languages: interpersonal, interpretive, and presentational. This theme-based Chinese textbook is written for high school and college-level Chinese heritage language learners.

"The authors examine the socio-cultural, cognitive-linguistic, and educational-institutional trajectories along which Chinese as a Heritage Language may be acquired, maintained and developed. It draws upon developmental psychology, functional linguistics, linguistic and cultural anthropology, discourse analysis, orthography analysis, reading research, second language acquisition, and bilingualism. This volume aims to lay a foundation for theories, models, and master scripts to be discussed, debated, and developed, and to stimulate research and enhance teaching both within and beyond Chinese language education."--BOOK JACKET.

This is the first volume in a series of three exploring modern Chinese theology. This volume covers "Mainland and Mainstream"--church theologians of mainland China who were predominantly associated with mainline or missionary-established denominations. In the post-1949 era of the People's Republic this translates into theologians and theological movements associated with the state-authorized church: the Chinese Catholic Patriotic Association and the (Protestant) Three-Self Patriotic Movement. The volume is broadly chronological, with each Part forming a thematic unity. Part I covers "Republican and Wartime Theologies," with seven chapters exploring theologies of resistance, ethics, and themes of indigenization and Sinicization. Part II considers "Protestant Denominational Developments" in the first half of the twentieth century: the complex legacy of mission history in China and the relationship between denominational church belonging and theological development. Part III, "Reform Era Theologies and Methodological Considerations" begins in the height of the Maoist era, and addresses the changing relationship between Christian and Communist thought in the writings of TSPM theologians; the theological use of China's Christian past, and the development of Roman Catholic theological education in the twenty first century. The sixteen essays of the volume represent a new generation of critical voices from the mainland, Hong Kong, and North America. The volume opens up the critical questions that have galvanized the modern Chinese church--who are we, as Chinese Christians? How can our Christian faith serve the nation? What form should an indigenous church take?--and offers new perspectives for a contemporary audience.

Oh, China! meets the needs of advanced beginners or "heritage learners" who already speak some Chinese but require instruction in reading and writing fundamentals before moving to the intermediate level. In this fully revised edition, state-of-the-art lessons go over the basics of standard Mandarin pronunciation and introduce students to Chinese characters. The textbook moves at a faster pace than those designed for absolute beginners and allows students to rapidly develop strong foundations in grammar and vocabulary. It contains topics that are especially relevant to heritage learners, such as growing up in a bilingual, bicultural environment, and exposes students to essential issues for understanding contemporary China today, including economic development and political relations with Taiwan. This essential of Chinese language learning contains updated lessons, grammar notes, and exercises, and its new user-friendly format juxtaposes text and vocabulary on adjacent pages. Updated and revised edition Designed for advanced beginners who already speak some Chinese Offers strong foundations in pronunciation, characters, and grammar Covers topics relevant to heritage speakers and contemporary Chinese society Single volume user-friendly format

Weaving together a richly diverse range of student voices, perspectives, and insights, this collection of studies from around the world offers the educational community a better understanding of K-12 and adult Chinese–heritage students’ languages, cultures, identities, motivations, achievements, and challenges in various cross-cultural settings outside North America. Specifically, it addresses these overarching questions: What are Chinese–heritage students’ experiences in language and education in and outside schools? How do they make sense of their multiple ethnic and sociocultural identities? What unique educational challenges and difficulties do they encounter as they acculturate, socialize, and integrate in their host country? What are their common struggles and coping strategies? What are the instructional practices that work for these learners in their specific contexts? What educational implications can be drawn to inform their teachers, fellow students, parents, and their educational communities in a global context? Individual chapters employ different theoretical frameworks and methodological instruments to wrestle with these questions and critical issues faced by Chinese–heritage learners.

A collaborative series with the University of Cambridge Faculty of Education highlighting leading-edge research across Teacher Education, International Education Reform and Language Education. Rethinking Heritage Language Education is an edited collection that brings together emerging and established researchers interested in the education field of Heritage Language Education to negotiate its concepts and practices, and investigate the correlation between culture and language from a pedagogic and cosmopolitical point of view. The scholars, who have contributed to the growth of Heritage Language Education as a discipline, reconsider and enrich their findings by drawing new lines across the boundaries of research and practice. It complements the previous work of these theorists, filling a void in the current literature around the question of Heritage Language Education.

This book examines the benefits of an Australian in-country study (ICS) in China programme and explores ways to maximise the short-term ICS experience in a multilingual space. The book employs an ecological perspective which has seldom been used to examine the study abroad context. It emphasises the importance of the space itself as an arena of interaction, belonging and power, where conduct and modes of communication are often regulated by political authorities and societal expectations. Specifically, the book focuses on the following: • the extent to which the ICS facilitated interaction in different settings • the way in which interaction during ICS contributed to language learning • the degree in which the interaction during ICS contributed to culture learning and • the role of identity in the learning process in the ICS. The main argument of the book is that while the ICS promoted multilingual learning space for in-class and out-of-class interactions, which further facilitated language and culture learning to a great extent, Australian students’ identities and self-concepts also played a core mediating role throughout individual learning trajectories.

Parallel title with statements of responsibility in Chinese characters.

A revised one-volume edition of the popular upper-level Chinese language textbook Since its first publication in 1999, Literature and Society has been widely used in Chinese-language classes at major universities and language institutions. In this completely revised edition, designed for upper-level students, this classic textbook continues to explore a variety of contemporary Chinese social issues through the study of Chinese literary works and essays. This new edition condenses and consolidates the original two-volume set into one convenient volume. The first section, "Literature," includes essays, short stories, and a play, and features a range of writers: Lu Xun, Lin Yutang, Liang Shiqiu, Wang Li, Xie Bingying, and Wang Meng. The second section, “Society,” includes essays by Fei Xiaotong, Ma Yinchu, Wu Han, Liang Sicheng, and Chen Hengzhe. The selections delve into such subjects as population issues, ethics, marriage, the lives of intellectuals, and challenges faced by minorities in China. Each selection begins with a brief introduction about the author and concludes with discussion questions. The simplified character text and corresponding vocabulary words face each other on adjacent pages, and the traditional character text follows at the end of each lesson. Literature and Society remains an innovative way for students to sharpen their Chinese language abilities while learning more about important areas of Chinese culture. Completely revised edition Original two-volume set now consolidated into one convenient volume Selections of literary works and essays explore contemporary Chinese social issues Each selection begins with an introduction to the author and concludes with discussion questions Simplified character text and corresponding vocabulary sit on facing pages Traditional character text appears at the end of each lesson