Chinese Language Teaching Methodology and Technology

Author Name in Chinese


Author Affiliation

University of Iowa

English Abstract

This review focuses on beginning-level, K-12, L1 English learners, and considers their reading comprehension of texts written in Chinese characters and literacy development. Instructional approaches, materials design, and teaching and learning strategies related to reading texts in Chinese characters in these settings are reviewed. This review includes both empirical studies and think pieces that appeal to prior empirical work in L2 Chinese reading to understand what Chinese as a Second Language scholars research, discuss, and advocate about reading comprehension for L2 learners mainly at beginning levels of K-12 education. This literature review therefore includes a variety of source materials: empirical research, research-informed advocacy and think pieces, and action research studies by Chinese language instructors. The article concludes with observations about the state of research and current recommendations in Chinese as a second language reading comprehension.

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