Research on Teaching Chinese to Children Speaking Other Languages (TCCSOL)

Language acquisition is closely related to cognitive development, forming a crucial foundation for understanding the characteristics of children's Chinese language learning. The chapters Linguistic and Cognitive Development of Young Chinese Learners and Chinese Language Acquisition in Children examine the psychological and physiological factors influencing children's Chinese language learning from the perspectives of linguistic cognition and second language acquisition. These discussions provide essential theoretical support for teaching practices. Additionally, Learning Characteristics of Children at Different Ages analyzes age-based learning traits, helping teachers tailor their instruction to individual student needs more effectively.
Beyond teaching methods and learning characteristics, teaching materials also play a vital role in children's Chinese language education. The chapter Analysis of Chinese Language Textbooks for Children explores the principles underlying textbook design and editorial quality, offering valuable insights for researchers and curriculum developers to enhance and refine learning materials. The integration of games in Chinese language instruction combines teaching methods, learning characteristics, and textbook content to create engaging and interactive learning experiences. In response to the blended learning models emerging in the post-pandemic era, the chapter Game-Based Activities for Online and In-Person Chinese Language Classes examines the application of both digital and in-person games in Chinese language education, enriching classroom interactions and increasing children's motivation to learn Chinese.
Effective classroom management is a crucial factor in ensuring teaching quality and protecting students' educational rights. The chapter Classroom Management in Children's Chinese Language Education provides practical strategies tailored to the unique nature of Chinese language classrooms for children, helping teachers and students create a positive and harmonious learning environment. Finally, the chapter Assessment and Evaluation of Children's Chinese Language Proficiency introduces and compares Taiwan’s Chinese language proficiency tests for children with Mainland China’s New Chinese Proficiency Test for Primary and Secondary School Students. It also provides sample frameworks for assessing children's Chinese language skills, serving as a reference for teachers in evaluating students' learning outcomes.
Overall, Research on Teaching Chinese to Children is a rich, theoretically grounded, and highly practical academic work. It is an invaluable resource not only for educators engaged in teaching Chinese to children but also for scholars and researchers in related fields. By offering insights and fostering scholarly discussions, this book aims to contribute to the continuous development of both research and practice in children's Chinese language education.