Titlebook: Localising Chinese; Educating Teachers t Michael Singh,Th? H?ng Nhung Nguy?n Book 2018 The Editor(s) (if applicable) and The Author(s) 2018

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The Editor(s) (if applicable) and The Author(s) 2018

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高爾夫

豎琴

溝通

Post-Monolingual Education for English-Speaking Learners of Chinese,speaking school students how to learn Chinese. First, consideration is given to pioneering language teachers in China purposively using English in Chinese lessons to make Chinese learnable for students who use English for their everyday learning. Second, critical reflection is directed to assertions

否認(rèn)

Researching Professional Learning in Language Education,d in this study for producing knowledge about educating teachers capable of localising Chinese to make it learnable. It presents the research plan for studying the professional learning of emergent teachers through working with beginning learners of Chinese and their engagement with related teacher-

總

Research-Oriented School-Engaged Teacher Education,er education through working with largely monolingual English-speaking learners of spoken Chinese. The programme’s aspiration is to research and develop great teaching that inspires students’ learning. The structure and content of the programme are framed in terms of official career standards for pr

Frenetic

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Standards-Based Professional Learning for Emergent Teachers,l standards for teachers. This programme first started in mid-2008. Specifically, by conducting teacher-research projects, they extended their professional knowledge, educational practices and school engagement strategies necessary for teaching students how to learn spoken Chinese. The evidence in t