{"title":"跨美国视角下的阅读教学研究:中国早期读写教学的启示","authors":"Danling Fu, Xiaodi Zhou","doi":"10.58680/rte202332610","DOIUrl":null,"url":null,"abstract":"This article discusses early literacy instruction in China, including the impact of biliteracy education on Chinese society. This presentation is based on interviews with over two dozen scholars of Chinese literacy instruction, as well as primary early grades language arts classroom teachers from four different regions across China. The purpose of this examination of literacy education in China is to open our views of literacy instruction beyond US borders, especially in those countries with different language/literacy systems. Because of the rapid increase of emergent bilingual students in our schools, we need to gain a better understanding of literacy and biliteracy education in the countries where those students grew up. On the one hand, this insight can help us realize the literacy practices that emergent bilingual students may bring to their learning in our classrooms and the importance of biliteracy as a requisite for our education. On the other hand, this understanding will urge us, both researchers and educators, to reexamine our beliefs and scholarship in reading or literacy education, and open our vision to the plurality of languages, multiple literacies, and diverse methods of literacy instruction beyond our land.","PeriodicalId":47105,"journal":{"name":"Research in the Teaching of English","volume":"41 1","pages":"0"},"PeriodicalIF":1.6000,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Opening Up Research on the Teaching of Reading by Looking beyond US Borders: What We Might Learn from Early Literacy Instruction in China\",\"authors\":\"Danling Fu, Xiaodi Zhou\",\"doi\":\"10.58680/rte202332610\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"This article discusses early literacy instruction in China, including the impact of biliteracy education on Chinese society. This presentation is based on interviews with over two dozen scholars of Chinese literacy instruction, as well as primary early grades language arts classroom teachers from four different regions across China. The purpose of this examination of literacy education in China is to open our views of literacy instruction beyond US borders, especially in those countries with different language/literacy systems. Because of the rapid increase of emergent bilingual students in our schools, we need to gain a better understanding of literacy and biliteracy education in the countries where those students grew up. On the one hand, this insight can help us realize the literacy practices that emergent bilingual students may bring to their learning in our classrooms and the importance of biliteracy as a requisite for our education. On the other hand, this understanding will urge us, both researchers and educators, to reexamine our beliefs and scholarship in reading or literacy education, and open our vision to the plurality of languages, multiple literacies, and diverse methods of literacy instruction beyond our land.\",\"PeriodicalId\":47105,\"journal\":{\"name\":\"Research in the Teaching of English\",\"volume\":\"41 1\",\"pages\":\"0\"},\"PeriodicalIF\":1.6000,\"publicationDate\":\"2023-08-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Research in the Teaching of English\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.58680/rte202332610\",\"RegionNum\":3,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Research in the Teaching of English","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.58680/rte202332610","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Opening Up Research on the Teaching of Reading by Looking beyond US Borders: What We Might Learn from Early Literacy Instruction in China
This article discusses early literacy instruction in China, including the impact of biliteracy education on Chinese society. This presentation is based on interviews with over two dozen scholars of Chinese literacy instruction, as well as primary early grades language arts classroom teachers from four different regions across China. The purpose of this examination of literacy education in China is to open our views of literacy instruction beyond US borders, especially in those countries with different language/literacy systems. Because of the rapid increase of emergent bilingual students in our schools, we need to gain a better understanding of literacy and biliteracy education in the countries where those students grew up. On the one hand, this insight can help us realize the literacy practices that emergent bilingual students may bring to their learning in our classrooms and the importance of biliteracy as a requisite for our education. On the other hand, this understanding will urge us, both researchers and educators, to reexamine our beliefs and scholarship in reading or literacy education, and open our vision to the plurality of languages, multiple literacies, and diverse methods of literacy instruction beyond our land.
期刊介绍:
Research in the Teaching of English (RTE) is a broad-based, multidisciplinary journal composed of original research articles and short scholarly essays on a wide range of topics significant to those concerned with the teaching and learning of languages and literacies around the world, both in and beyond schools and universities.