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Post-Lingual Chinese Language Learning

Hanzi Pedagogy

  • Book
  • © 2017

Overview

Authors:
  1. Jinghe Han

    1. Western Sydney University, Penrith, Australia

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  • Provides a systematic approach to teaching Hanzi (characters) to improve comprehension of monolingual English-speaking students
  • Approaches the teaching and learning of Chinese characters from an empirically grounded and theoretically informed research base
  • Explores the growing commitment to Chinese language education around the world beyond monolingual English-speaking students
  • Includes supplementary material: sn.pub/extras

Part of the book series: Palgrave Studies in Teaching and Learning Chinese (PSTLC)

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Table of contents (8 chapters)

  1. Front Matter

    Pages i-xiii
    Download chapter PDF

  2. Contextualising Chinese Language Education in the Western Context

    • Jinghe Han
    Pages 1-18

  3. Chinese Language and Duiwai Hanyu Jiaoxue (Teaching Chinese as a Foreign Language)

    • Jinghe Han
    Pages 19-41

  4. The Debatable Role of English (L1) in Duiwai Hanyu (L2) Jiaoxue (Teaching Chinese as a Foreign Language)

    • Jinghe Han
    Pages 43-57

  5. Post-lingual Pedagogical Practice—Hanzi Methods

    • Jinghe Han
    Pages 59-72

  6. Meaning-Making—Hanzi Orthography and Real World Integrated Learning

    • Jinghe Han
    Pages 73-88

  7. Learning Through the Logic in Hanzi

    • Jinghe Han
    Pages 89-101

  8. Hanzi Method—Knowledge Generation, Concepts/Conceptualisation and Thoughts in Hanzi

    • Jinghe Han
    Pages 103-116

  9. Further Thoughts on Hanzi Methods—The Language, Epistemology and Ontology

    • Jinghe Han
    Pages 117-127

  10. Back Matter

    Pages 129-131
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Keywords

About this book

This book presents a thought-provoking challenge to mainstream theories of second language learning. Focusing on Chinese Hanzi, a self-sufficient meaning-making system that operates via visual shape and the logic built into its formation, it analyses ‘post-lingual’ pedagogy. The author examines this ‘language beyond language’ or linguistic theories, demonstrating that Hanzi is not made up simply of arbitrary signs but is the result of a complete conceptualisation process. In doing so, she creates a conceptual framework that builds on Hanzi’s humanistic spirit of language learning. This intriguing book will interest students and scholars of language education, and offers practical advice for those involved in teaching and learning Chinese as a foreign language. 


Authors and Affiliations

  • Western Sydney University, Penrith, Australia

    Jinghe Han

About the author

Jinghe Han is Senior Lecturer at the Centre for Educational Research, Western Sydney University, Australia. Her research interests include post-lingual pedagogy, research literacy, and English as a Medium of Instruction.

Bibliographic Information

  • Book Title: Post-Lingual Chinese Language Learning

  • Book Subtitle: Hanzi Pedagogy

  • Authors: Jinghe Han

  • Series Title: Palgrave Studies in Teaching and Learning Chinese

  • DOI: https://doi.org/10.1057/978-1-137-59840-0

  • Publisher: Palgrave Macmillan London

  • eBook Packages: Social Sciences, Social Sciences (R0)

  • Copyright Information: The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Limited 2017

  • Hardcover ISBN: 978-1-137-59839-4Published: 01 August 2017

  • Softcover ISBN: 978-1-349-95585-5Published: 29 July 2018

  • eBook ISBN: 978-1-137-59840-0Published: 19 July 2017

  • Series ISSN: 2946-2479

  • Series E-ISSN: 2946-2487

  • Edition Number: 1

  • Number of Pages: XIII, 131

  • Topics: Applied Linguistics, Language Education, Chinese

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