English Literacy Instruction for Chinese Speakers

Chapter 1 English Foreign and Second Language Literacy Development for Chinese Speakers: What Do We Know?

Chapter 2 Developing a School-Based Reading Program for Lower-Grade Primary Learners: The Case of a Primary School in Hong Kong

Chapter 3 Measuring the Vocabulary Knowledge of Hong Kong Primary School Second Language Learners Through Word Associations: Implications for Reading Literacy

Chapter 4 Second Language Literacy Instruction for Pre-primary Learners in Hong Kong: Using Stories, Songs, and Games

Chapter 5 The Effectiveness of Tailor-Made Content and Language Integrated Learning Materials for Taiwanese Primary School Students’ Literacy Development

Chapter 6 English Literacy Instruction in Macau Primary Education: What Can We Learn from the Award Scheme on Instructional Design?

Chapter 7 English Literacy Development in Mainland Chinese Secondary English Classrooms: Pedagogical Recommendations for Enhancing Formulaic Language

Chapter 8 Spaced Multi-draft Composing and Feedback in Mainland Chinese English as a Foreign Language Secondary School Writing Literacy

Chapter 9 Evolution of Writing Assessment in Hong Kong Secondary Schools: Policy, Practice, and Implications for Literacy Development

Chapter 10 Developing Thinking Skills in English Literacy Instruction in Taiwanese Secondary Schools: Teachers’ Perspectives

Chapter 11 Literacy Skills Education from the Perspective of English as a Lingua Franca: A Case Study on Taiwanese Students’ Secondary English Language Education Experience

Chapter 12 Teaching Reading in the Macau Secondary English Classroom: Some Critical Issues to Consider

Chapter 13 Critical Investigation of Intercultural Communication Instruction: Building Mainland Chinese University Students’ Critical Language Awareness and Intercultural Literacy

Chapter 14 Innovating English Literacy Instruction: A Writing Center at a Chinese University

Chapter 15 Developing Second Language Literacy: Taiwanese College Students’ Error Types in Focused Feedback Effectiveness

Chapter 16 Hong Kong College Students’ Perceptions of Continuous Assessment in the Context of Academic Literacy Instruction

Chapter 17 A Longitudinal Study of Second Language Literacy Instruction Through Assignment Design at the University of Macau

Chapter 18 Language Tug-of-War: When English Literacy Education Encounters the National Matriculation English Test Policy in Mainland China

Chapter 19 The “Biliterate and Trilingual” Policy in Hong Kong Primary School Education

Chapter 21 An Examination of Language Planning and Policy: Implications for Language and Literacy Education in the Macau Education System

Chapter 22 English Foreign and Second Language Literacy Instruction for Chinese Speakers: Future Directions and Implications