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English Literacy Instruction for Chinese Speakers

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Cover of 'English Literacy Instruction for Chinese Speakers'

Table of Contents

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    Book Overview
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    Chapter 1 English Foreign and Second Language Literacy Development for Chinese Speakers: What Do We Know?
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    Chapter 2 Developing a School-Based Reading Program for Lower-Grade Primary Learners: The Case of a Primary School in Hong Kong
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    Chapter 3 Measuring the Vocabulary Knowledge of Hong Kong Primary School Second Language Learners Through Word Associations: Implications for Reading Literacy
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    Chapter 4 Second Language Literacy Instruction for Pre-primary Learners in Hong Kong: Using Stories, Songs, and Games
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    Chapter 5 The Effectiveness of Tailor-Made Content and Language Integrated Learning Materials for Taiwanese Primary School Students’ Literacy Development
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    Chapter 6 English Literacy Instruction in Macau Primary Education: What Can We Learn from the Award Scheme on Instructional Design?
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    Chapter 7 English Literacy Development in Mainland Chinese Secondary English Classrooms: Pedagogical Recommendations for Enhancing Formulaic Language
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    Chapter 8 Spaced Multi-draft Composing and Feedback in Mainland Chinese English as a Foreign Language Secondary School Writing Literacy
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    Chapter 9 Evolution of Writing Assessment in Hong Kong Secondary Schools: Policy, Practice, and Implications for Literacy Development
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    Chapter 10 Developing Thinking Skills in English Literacy Instruction in Taiwanese Secondary Schools: Teachers’ Perspectives
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    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
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    Chapter 12 Teaching Reading in the Macau Secondary English Classroom: Some Critical Issues to Consider
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    Chapter 13 Critical Investigation of Intercultural Communication Instruction: Building Mainland Chinese University Students’ Critical Language Awareness and Intercultural Literacy
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    Chapter 14 Innovating English Literacy Instruction: A Writing Center at a Chinese University
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    Chapter 15 Developing Second Language Literacy: Taiwanese College Students’ Error Types in Focused Feedback Effectiveness
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    Chapter 16 Hong Kong College Students’ Perceptions of Continuous Assessment in the Context of Academic Literacy Instruction
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    Chapter 17 A Longitudinal Study of Second Language Literacy Instruction Through Assignment Design at the University of Macau
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    Chapter 18 Language Tug-of-War: When English Literacy Education Encounters the National Matriculation English Test Policy in Mainland China
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    Chapter 19 The “Biliterate and Trilingual” Policy in Hong Kong Primary School Education
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    Chapter 20 Moving Toward Content-Integrated English Literacy Instruction in Taiwan: Perspectives from Stakeholders
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    Chapter 21 An Examination of Language Planning and Policy: Implications for Language and Literacy Education in the Macau Education System
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    Chapter 22 English Foreign and Second Language Literacy Instruction for Chinese Speakers: Future Directions and Implications
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English Literacy Instruction for Chinese Speakers
Published by
Springer Singapore, July 2019
DOI 10.1007/978-981-13-6653-6
978-9-81-136652-9, 978-9-81-136653-6

Reynolds, Barry Lee, Teng, Mark Feng

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The data shown below were collected from the profile of 1 X user who shared this research output. Click here to find out more about how the information was compiled.
Mendeley readers

Mendeley readers

The data shown below were compiled from readership statistics for 43 Mendeley readers of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
Unknown 43 100%

Demographic breakdown

Readers by professional status Count As %
Student > Doctoral Student 8 19%
Student > Ph. D. Student 6 14%
Lecturer 5 12%
Student > Master 4 9%
Researcher 4 9%
Other 3 7%
Unknown 13 30%
Readers by discipline Count As %
Linguistics 12 28%
Social Sciences 7 16%
Arts and Humanities 4 9%
Unspecified 1 2%
Philosophy 1 2%
Other 4 9%
Unknown 14 33%