The Roles of Pinyin Skill in English-Chinese Biliteracy Learning: Evidence from Chinese Immersion Learners

Autor/in	Lü, Chan
Titel	The Roles of Pinyin Skill in English-Chinese Biliteracy Learning: Evidence from Chinese Immersion Learners
Quelle	In: Foreign Language Annals, 50 (2017) 2, S.306-322 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0015-718X
DOI	10.1111/flan.12269
Schlagwörter	Chinese; Orthographic Symbols; Written Language; Second Language Learning; Second Language Instruction; Native Language; Language Role; Bilingualism; Literacy; Grade 2; Elementary School Students; Immersion Programs; English (Second Language); Curriculum Design; Reading Instruction; Material Development; Instructional Materials + Suchen Sie Ihr Suchwort? China; Chinesen; Geschriebene Sprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Bilingualismus; Alphabetisierung; Schreib- und Lesefähigkeit; School year 02; 2. Schuljahr; Schuljahr 02; Immersionsprogramm; English as second language; English; Second Language; Englisch als Zweitsprache; Lehrplangestaltung; Leseunterricht; Lehrmaterialentwicklung; Lehrmaterial; Lehrmittel; Unterrichtsmedien
Abstract	Pinyin is a sound-annotating system for Chinese characters using Roman letters. Teaching and learning Pinyin has been an important educational practice in Mainland China for native Chinese children, and it is also typically taught to beginning learners of Chinese as a foreign/second language in tertiary-level classrooms. However, whether it should be taught to nonnative children who are studying Chinese as a second language has been controversial. This study examined the roles of Pinyin skill in Chinese-English biliteracy learning among a group of second-grade learners in a Chinese immersion program across one academic year and found that Pinyin facilitates subsequent Chinese word reading at no cost to students' English literacy learning. Results are discussed in the context of learning Chinese as a nonnative language among young learners in school settings. Implications for teaching Chinese reading, curriculum, and material design, especially for Chinese immersion programs, are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01