Documents - Singapore Centre for Chinese Language https://sccl.sg/en/publication-and-jcle/journal-jcle/jcle-issues?format=html Fri, 19 Dec 2025 16:38:16 +0800 en-GB hourly 1 1. Research Knowledge Map of the “Chinese Proficiency Grading Standards for International Chinese Language Education”: A Visual Analysis Based on CiteSpace and VOSviewer https://sccl.sg/en/publication-and-jcle/journal-jcle/jcle-issues/2025-vol-23,-no-2-issue-46/435-1-research-knowledge-map-of-the-“chinese-proficiency-grading-standards-for-international-chinese-language-education”-a-visual-analysis-based-on-citespace-and-vosviewer?format=html 1. Research Knowledge Map of the “Chinese Proficiency Grading Standards for International Chinese Language Education”: A Visual Analysis Based on CiteSpace and VOSviewer Abstract: The “Chinese Proficiency Grading Standards for International Chinese Language Education (hereinafter referred to as the Standards)” provides the most authoritative reference and guide for the four key aspects of learning, teaching, testing, and assessment of Chinese as a non-first language. It has multiple uses and wide applicability. This paper reviews the current research status of the Standards, explores the phased characteristics and development trends in this field, and aims to inject new perspectives and methodologies into the research on the Standards. Utilising visualisation software such as CiteSpace and VOSviewer, this study conducts a visual analysis of 726 documents from the CNKI database from 1 July 2021 to 31 December 2023. The research findings indicate that the overall research on the Standards is in a positive and steadily growing trend. The research themes primarily focus on the development of teaching resources, Chinese language teaching and education, language services, and the international dissemination of Chinese culture. Future research trends include vocational education exploration, integrated research methods combining theory and practice, and investigation into the driving forces of disciplinary development.

Keywords: “Chinese Proficiency Grading Standards for International Chinese Language Education (the Standards)”, knowledge map, research status, hot topic

]]> https://sccl.sg/en/publication-and-jcle/journal-jcle/jcle-issues/2025-vol-23,-no-2-issue-46/435-1-research-knowledge-map-of-the-“chinese-proficiency-grading-standards-for-international-chinese-language-education”-a-visual-analysis-based-on-citespace-and-vosviewer?format=html Abstract: The “Chinese Proficiency Grading Standards for International Chinese Language Education (hereinafter referred to as the Standards)” provides the most authoritative reference and guide for the four key aspects of learning, teaching, testing, and assessment of Chinese as a non-first language. It has multiple uses and wide applicability. This paper reviews the current research status of the Standards, explores the phased characteristics and development trends in this field, and aims to inject new perspectives and methodologies into the research on the Standards. Utilising visualisation software such as CiteSpace and VOSviewer, this study conducts a visual analysis of 726 documents from the CNKI database from 1 July 2021 to 31 December 2023. The research findings indicate that the overall research on the Standards is in a positive and steadily growing trend. The research themes primarily focus on the development of teaching resources, Chinese language teaching and education, language services, and the international dissemination of Chinese culture. Future research trends include vocational education exploration, integrated research methods combining theory and practice, and investigation into the driving forces of disciplinary development.

Keywords: “Chinese Proficiency Grading Standards for International Chinese Language Education (the Standards)”, knowledge map, research status, hot topic

]]> chewming.loi@sccl.sg (Loi Chew Ming) 2025 Vol.23, No.2 (issue 46) Fri, 19 Dec 2025 16:38:16 +0800 2. On the Related Issues of the “Global Chinese Dictionary” through the Use of Chinese Classifiers https://sccl.sg/en/publication-and-jcle/journal-jcle/jcle-issues/2025-vol-23,-no-2-issue-46/434-2-on-the-related-issues-of-the-global-chinese-dictionary-through-the-use-of-chinese-classifiers?format=html 2. On the Related Issues of the “Global Chinese Dictionary” through the Use of Chinese Classifiers Abstract: Classifiers have diverse expressions in the varieties of global Chinese and is an important part of speech in global Chinese research. Reference books are important academic products of applied Chinese language studies and have significant implications for the construction of the ecosystem of Chinese language. This article, based on the actual usage of Chinese classifiers, observes and evaluates the strengths and weaknesses of the most influential Chinese reference book – the Global Chinese Dictionary. It specifically analyses issues such as incomplete word collection, inadequate and inaccurate definitions, and insufficient and inaccurate examples. Finally, countermeasures and suggestions were proposed for dictionary revision and Chinese language teaching.

Keywords: Classifiers, the Global Chinese Dictionary, Chinese language, entry, annotation, examples

]]> https://sccl.sg/en/publication-and-jcle/journal-jcle/jcle-issues/2025-vol-23,-no-2-issue-46/434-2-on-the-related-issues-of-the-global-chinese-dictionary-through-the-use-of-chinese-classifiers?format=html Abstract: Classifiers have diverse expressions in the varieties of global Chinese and is an important part of speech in global Chinese research. Reference books are important academic products of applied Chinese language studies and have significant implications for the construction of the ecosystem of Chinese language. This article, based on the actual usage of Chinese classifiers, observes and evaluates the strengths and weaknesses of the most influential Chinese reference book – the Global Chinese Dictionary. It specifically analyses issues such as incomplete word collection, inadequate and inaccurate definitions, and insufficient and inaccurate examples. Finally, countermeasures and suggestions were proposed for dictionary revision and Chinese language teaching.

Keywords: Classifiers, the Global Chinese Dictionary, Chinese language, entry, annotation, examples

]]> chewming.loi@sccl.sg (Loi Chew Ming) 2025 Vol.23, No.2 (issue 46) Fri, 19 Dec 2025 16:34:51 +0800 3. An Analysis of Classroom Language Errors and Training Suggestions for Novice Chinese Language Teachers: A Case Study of Taiwanese Instructors https://sccl.sg/en/publication-and-jcle/journal-jcle/jcle-issues/2025-vol-23,-no-2-issue-46/433-3-an-analysis-of-classroom-language-errors-and-training-suggestions-for-novice-chinese-language-teachers-a-case-study-of-taiwanese-instructors?format=html 3. An Analysis of Classroom Language Errors and Training Suggestions for Novice Chinese Language Teachers: A Case Study of Taiwanese Instructors Abstract: Due to insufficient teaching experience, novice Chinese language teachers are more likely to exhibit various linguistic deviations during classroom instruction. Focusing on 30 Taiwanese novice Chinese language teachers who have less than two years of teaching experience and less than 900 hours of teaching, this study analyses teachers’ deviations in their classroom instructional language. Three most frequent types of deviations are identified, categorised into pronunciation, vocabulary, and grammar, with a total of 3,265 instances. Each major category is further divided into several subcategories based on content. The findings reveal that among the three main categories, pronunciation deviations are the most common, followed by grammar and vocabulary. Among the subcategories, the most frequent deviation is the mispronunciation of final nasal sounds as initial nasal sounds in the pronunciation category, followed by “non-standard grammar” in the grammar category. The findings and training recommendations of this study can serve as a reference for Mandarin teaching institutions when training novice teachers.

Keywords: Taiwan, novice teachers, Mandarin Chinese teachers, classroom instructional language, linguistic deviations, suggestions of training

]]> https://sccl.sg/en/publication-and-jcle/journal-jcle/jcle-issues/2025-vol-23,-no-2-issue-46/433-3-an-analysis-of-classroom-language-errors-and-training-suggestions-for-novice-chinese-language-teachers-a-case-study-of-taiwanese-instructors?format=html Abstract: Due to insufficient teaching experience, novice Chinese language teachers are more likely to exhibit various linguistic deviations during classroom instruction. Focusing on 30 Taiwanese novice Chinese language teachers who have less than two years of teaching experience and less than 900 hours of teaching, this study analyses teachers’ deviations in their classroom instructional language. Three most frequent types of deviations are identified, categorised into pronunciation, vocabulary, and grammar, with a total of 3,265 instances. Each major category is further divided into several subcategories based on content. The findings reveal that among the three main categories, pronunciation deviations are the most common, followed by grammar and vocabulary. Among the subcategories, the most frequent deviation is the mispronunciation of final nasal sounds as initial nasal sounds in the pronunciation category, followed by “non-standard grammar” in the grammar category. The findings and training recommendations of this study can serve as a reference for Mandarin teaching institutions when training novice teachers.

Keywords: Taiwan, novice teachers, Mandarin Chinese teachers, classroom instructional language, linguistic deviations, suggestions of training

]]> chewming.loi@sccl.sg (Loi Chew Ming) 2025 Vol.23, No.2 (issue 46) Fri, 19 Dec 2025 15:57:59 +0800 4. Enhancing Kindergarten Students’ Listening and Speaking Skills through the Integration of Task-Based Language Teaching and Picture Books https://sccl.sg/en/publication-and-jcle/journal-jcle/jcle-issues/2025-vol-23,-no-2-issue-46/432-enhancing-kindergarten-students’-listening-and-speaking-skills-through-the-integration-of-task-based-language-teaching-and-picture-books?format=html 4. Enhancing Kindergarten Students’ Listening and Speaking Skills through the Integration of Task-Based Language Teaching and Picture Books Abstract: Early childhood is a critical period for language development, and picture books play a significant role in fostering young children’s language skills. However, there are certain limitations on traditional picture book teaching methods, such as rigid teaching models, unclear objectives, and lack of emphasis on children’s active participation. Task-Based Language Teaching (TBLT) which emphasises learners’ central role and learning through task completion helps stimulate children’s learning motivation and enhances their autonomous learning skills. This study adopts the picture book “The Very Hungry Caterpillar” as the teaching material and integrate it with TBLT to improve young children’s listening and speaking skills. The teaching activities were conducted in a lower kindergarten class in Shenzhen, China. The participants included 12 students and one teacher. Data collection methods encompassed classroom observations, teaching activity records, and teacher feedback, aiming to provide a comprehensive understanding of the effectiveness of task-based teaching approaches in enhancing young children’s listening and speaking abilities.

Keywords: Task-Based Language Teaching (TBLT), picture book instruction, task design, kindergarten students, listening and speaking skills

]]> https://sccl.sg/en/publication-and-jcle/journal-jcle/jcle-issues/2025-vol-23,-no-2-issue-46/432-enhancing-kindergarten-students’-listening-and-speaking-skills-through-the-integration-of-task-based-language-teaching-and-picture-books?format=html Abstract: Early childhood is a critical period for language development, and picture books play a significant role in fostering young children’s language skills. However, there are certain limitations on traditional picture book teaching methods, such as rigid teaching models, unclear objectives, and lack of emphasis on children’s active participation. Task-Based Language Teaching (TBLT) which emphasises learners’ central role and learning through task completion helps stimulate children’s learning motivation and enhances their autonomous learning skills. This study adopts the picture book “The Very Hungry Caterpillar” as the teaching material and integrate it with TBLT to improve young children’s listening and speaking skills. The teaching activities were conducted in a lower kindergarten class in Shenzhen, China. The participants included 12 students and one teacher. Data collection methods encompassed classroom observations, teaching activity records, and teacher feedback, aiming to provide a comprehensive understanding of the effectiveness of task-based teaching approaches in enhancing young children’s listening and speaking abilities.

Keywords: Task-Based Language Teaching (TBLT), picture book instruction, task design, kindergarten students, listening and speaking skills

]]> chewming.loi@sccl.sg (Loi Chew Ming) 2025 Vol.23, No.2 (issue 46) Fri, 19 Dec 2025 15:45:39 +0800 1. Analysis of the Test Features of Modern Literature Reading Questions in China’s New National College Entrance Examination and Suggestions for the Design of Questions - Taking the National Examination Paper as an Example https://sccl.sg/en/publication-and-jcle/journal-jcle/jcle-issues/2025-vol-23,-no-1-issue-45/417-analysis-of-the-test-features-of-modern-literature-reading-questions-in-china’s-new-national-college-entrance-examination-and-suggestions-for-the-design-of-questions-taking-the-national-examination-paper-as-an-example-1?format=html 1. Analysis of the Test Features of Modern Literature Reading Questions in China’s New National College Entrance Examination and Suggestions for the Design of Questions - Taking the National Examination Paper as an Example Abstract: The modern literature reading sections in the new National College Entrance Examination are guided by the revised curriculum standards for Chinese language, reflecting the key features of the new National College Entrance Examination and the new curriculum reform. Modern literature reading is the main teaching content for enhancing students’ modern language ability and aesthetic appreciation, and has been a main constituent section of Chinese language reading test in the National College Entrance Examination for many years. The analysis of the characteristics of the modern literature reading sections in the new National College Entrance Examination provides a basis for improving the quality of the test, and offers reliable evidence for enhancing the level of basic Chinese language education. From the perspective of items materials and task features, the proportion of modern literature reading in the Chinese language test of the new National College Entrance Examination in China has remained stable at 16-18 points for the past four years. The focus of the modern literature reading items is on “appreciation and evaluation”, and the emphasis on assessing candidate’s ability to analyse the text is gradually increasing. This article suggests that the test paper of the modern literature reading sections in the Chinese National College Entrance Examination should have a more diverse range of text types (genres) and enhance the exemplarity of the texts. This could guide basic Chinese language education to pay more attention to the learning of different text types (genres), and to improve the reliability and validity of the test.

Keywords: new National College Entrance Examination, modern literature reading, test features

]]> https://sccl.sg/en/publication-and-jcle/journal-jcle/jcle-issues/2025-vol-23,-no-1-issue-45/417-analysis-of-the-test-features-of-modern-literature-reading-questions-in-china’s-new-national-college-entrance-examination-and-suggestions-for-the-design-of-questions-taking-the-national-examination-paper-as-an-example-1?format=html Abstract: The modern literature reading sections in the new National College Entrance Examination are guided by the revised curriculum standards for Chinese language, reflecting the key features of the new National College Entrance Examination and the new curriculum reform. Modern literature reading is the main teaching content for enhancing students’ modern language ability and aesthetic appreciation, and has been a main constituent section of Chinese language reading test in the National College Entrance Examination for many years. The analysis of the characteristics of the modern literature reading sections in the new National College Entrance Examination provides a basis for improving the quality of the test, and offers reliable evidence for enhancing the level of basic Chinese language education. From the perspective of items materials and task features, the proportion of modern literature reading in the Chinese language test of the new National College Entrance Examination in China has remained stable at 16-18 points for the past four years. The focus of the modern literature reading items is on “appreciation and evaluation”, and the emphasis on assessing candidate’s ability to analyse the text is gradually increasing. This article suggests that the test paper of the modern literature reading sections in the Chinese National College Entrance Examination should have a more diverse range of text types (genres) and enhance the exemplarity of the texts. This could guide basic Chinese language education to pay more attention to the learning of different text types (genres), and to improve the reliability and validity of the test.

Keywords: new National College Entrance Examination, modern literature reading, test features

]]> chewming.loi@sccl.sg (Loi Chew Ming) 2025 Vol.23, No.1 (issue 45) Tue, 24 Jun 2025 15:23:12 +0800 2. A Study on the Changes in the Use of Putonghua and English in Hong Kong under the “Biliteracy and Trilingualism” Language Policy (2019–2024) https://sccl.sg/en/publication-and-jcle/journal-jcle/jcle-issues/2025-vol-23,-no-1-issue-45/418-a-study-on-the-changes-in-the-use-of-putonghua-and-english-in-hong-kong?format=html 2. A Study on the Changes in the Use of Putonghua and English in Hong Kong under the “Biliteracy and Trilingualism” Language Policy (2019–2024) Abstract: Based on language surveys on trilingual usage in Hong Kong conducted in 2019 and 2024, this paper employs statistical analysis methods including independent samples t-tests, one-way ANOVA, and non-parametric independent samples tests to explore the usage patterns and changing trends of Putonghua and English among Cantonese-speaking Hong Kong residents. The research finds that in 2024 the frequency of Putonghua and English usage in workplace settings has increased compared to 2019 and is significantly higher than in non-workplace settings. Key factors influencing language use include educational level, professional rank, and industry characteristics. Specifically, secondary education serves as a dividing point for Mandarin usage, while post-secondary education marks the watershed for English proficiency; higherranking professional groups use Putonghua and English at work significantly more frequently than lower-ranking groups. In addition, language usage varies considerably across different industries, with service industries requiring more Putonghua and technical fields requiring more English. These findings reflect the close relationship between language proficiency and educational level, career development, and industry demands. The paper concludes by suggesting that when implementing the established “biliteracy and trilingualism” language policy, the government could develop more practical language planning objectives based on the actual language usage patterns in Hong Kong society, optimise promotion strategies and support directions, and ensure more effective allocation of educational resources.

Keywords: Hong Kong, “biliteracy and trilingualism” language policy, Cantonese-speaking residents, Putonghua, English

]]> https://sccl.sg/en/publication-and-jcle/journal-jcle/jcle-issues/2025-vol-23,-no-1-issue-45/418-a-study-on-the-changes-in-the-use-of-putonghua-and-english-in-hong-kong?format=html Abstract: Based on language surveys on trilingual usage in Hong Kong conducted in 2019 and 2024, this paper employs statistical analysis methods including independent samples t-tests, one-way ANOVA, and non-parametric independent samples tests to explore the usage patterns and changing trends of Putonghua and English among Cantonese-speaking Hong Kong residents. The research finds that in 2024 the frequency of Putonghua and English usage in workplace settings has increased compared to 2019 and is significantly higher than in non-workplace settings. Key factors influencing language use include educational level, professional rank, and industry characteristics. Specifically, secondary education serves as a dividing point for Mandarin usage, while post-secondary education marks the watershed for English proficiency; higherranking professional groups use Putonghua and English at work significantly more frequently than lower-ranking groups. In addition, language usage varies considerably across different industries, with service industries requiring more Putonghua and technical fields requiring more English. These findings reflect the close relationship between language proficiency and educational level, career development, and industry demands. The paper concludes by suggesting that when implementing the established “biliteracy and trilingualism” language policy, the government could develop more practical language planning objectives based on the actual language usage patterns in Hong Kong society, optimise promotion strategies and support directions, and ensure more effective allocation of educational resources.

Keywords: Hong Kong, “biliteracy and trilingualism” language policy, Cantonese-speaking residents, Putonghua, English

]]> chewming.loi@sccl.sg (Loi Chew Ming) 2025 Vol.23, No.1 (issue 45) Tue, 24 Jun 2025 15:23:12 +0800 3. An Analysis of Contemporary Value of Chinese Idioms in International Chinese Language Teaching - Taking Shaanxi Idioms as an Example https://sccl.sg/en/publication-and-jcle/journal-jcle/jcle-issues/2025-vol-23,-no-1-issue-45/419-an-analysis-of-contemporary-value-of-chinese-idioms-in-international-chinese-language-teaching?format=html 3. An Analysis of Contemporary Value of Chinese Idioms in International Chinese Language Teaching - Taking Shaanxi Idioms as an Example Abstract: Idioms are the essence of Chinese language and culture. As the cradle of Chinese civilization, Shaanxi Province boasts a long history and profound cultural connotation, making it an important birthplace of Chinese language and cultural resources. The historical sites and traditional cultural resources in Shaanxi not only provide valuable materials for academic research but also play an important role in understanding the spiritual context and cultural foundation of the Chinese nation. There are a large number of local idioms with diverse themes and rich regional cultural characteristics in Shaanxi. This paper discusses the definition, classification, historical and cultural causes of Shaanxi native idioms and their linguistic and cultural values. Under the background of the new era, we should continuously explore the historical value and practical significance of Shaanxi native idioms to support international Chinese education and inject new vitality into the inheritance and development of Chinese culture.

Keywords: history and culture, local idioms, Shaanxi Province, international Chinese language education, cultural value

]]> https://sccl.sg/en/publication-and-jcle/journal-jcle/jcle-issues/2025-vol-23,-no-1-issue-45/419-an-analysis-of-contemporary-value-of-chinese-idioms-in-international-chinese-language-teaching?format=html Abstract: Idioms are the essence of Chinese language and culture. As the cradle of Chinese civilization, Shaanxi Province boasts a long history and profound cultural connotation, making it an important birthplace of Chinese language and cultural resources. The historical sites and traditional cultural resources in Shaanxi not only provide valuable materials for academic research but also play an important role in understanding the spiritual context and cultural foundation of the Chinese nation. There are a large number of local idioms with diverse themes and rich regional cultural characteristics in Shaanxi. This paper discusses the definition, classification, historical and cultural causes of Shaanxi native idioms and their linguistic and cultural values. Under the background of the new era, we should continuously explore the historical value and practical significance of Shaanxi native idioms to support international Chinese education and inject new vitality into the inheritance and development of Chinese culture.

Keywords: history and culture, local idioms, Shaanxi Province, international Chinese language education, cultural value

]]> chewming.loi@sccl.sg (Loi Chew Ming) 2025 Vol.23, No.1 (issue 45) Tue, 24 Jun 2025 15:23:12 +0800 4. Lexical Motivation of the Maxipu Dialect in Western Hunan and Its Implications for Teaching Chinese Vocabulary to Non-Native Speakers https://sccl.sg/en/publication-and-jcle/journal-jcle/jcle-issues/2025-vol-23,-no-1-issue-45/420-lexical-motivation-of-the-maxipu-dialect-in-western-hunan-and-its-implications-for-teaching-chinese-vocabulary-to-non-native-speakers?format=html 4. Lexical Motivation of the Maxipu Dialect in Western Hunan and Its Implications for Teaching Chinese Vocabulary to Non-Native Speakers Abstract: The Waxiang dialect, also known as Xianghua, is a highly endangered Chinese dialect primarily found in Yuanling and Luxi Counties of western Hunan Province, China. An outstanding representative of this dialect is the one that is spoken by natives of Maxipu in Yuanling County. The dialect has received widespread attention within the academic community, and yet research on its lexicon remains relatively underdeveloped. This study employs fieldwork to collect linguistic data on-site and analyses the lexical morphology of the dialect as used in Maxipu from the three perspectives of language attributes, rhetorics, and culture features. The findings reveal that the Maxipu version of the Waxiang dialect contains a significant number of image-based words, retains many ancient Chinese terms, and includes a small number of ethnic-cultural terms. The strong lexical motivation in the Maxipu version of the Waxiang dialect provide insights into teaching Chinese vocabulary to non-native speakers, i.e., putting more emphasis on linguistic motivation, cultivating metaphorical thinking skills, and integrating Chinese culture.

Keywords: Maxipu version of the Waxiang dialect, lexical motivation, modes of thinking, cultural connotations, teaching Chinese to non-native speakers

]]> https://sccl.sg/en/publication-and-jcle/journal-jcle/jcle-issues/2025-vol-23,-no-1-issue-45/420-lexical-motivation-of-the-maxipu-dialect-in-western-hunan-and-its-implications-for-teaching-chinese-vocabulary-to-non-native-speakers?format=html Abstract: The Waxiang dialect, also known as Xianghua, is a highly endangered Chinese dialect primarily found in Yuanling and Luxi Counties of western Hunan Province, China. An outstanding representative of this dialect is the one that is spoken by natives of Maxipu in Yuanling County. The dialect has received widespread attention within the academic community, and yet research on its lexicon remains relatively underdeveloped. This study employs fieldwork to collect linguistic data on-site and analyses the lexical morphology of the dialect as used in Maxipu from the three perspectives of language attributes, rhetorics, and culture features. The findings reveal that the Maxipu version of the Waxiang dialect contains a significant number of image-based words, retains many ancient Chinese terms, and includes a small number of ethnic-cultural terms. The strong lexical motivation in the Maxipu version of the Waxiang dialect provide insights into teaching Chinese vocabulary to non-native speakers, i.e., putting more emphasis on linguistic motivation, cultivating metaphorical thinking skills, and integrating Chinese culture.

Keywords: Maxipu version of the Waxiang dialect, lexical motivation, modes of thinking, cultural connotations, teaching Chinese to non-native speakers

]]> chewming.loi@sccl.sg (Loi Chew Ming) 2025 Vol.23, No.1 (issue 45) Tue, 24 Jun 2025 15:23:12 +0800 5. Context of Language Application: Textbook Construction and Teaching Representation https://sccl.sg/en/publication-and-jcle/journal-jcle/jcle-issues/2025-vol-23,-no-1-issue-45/416-context-of-language-application-textbook-construction-and-teaching-representation?format=html 5. Context of Language Application: Textbook Construction and Teaching Representation Abstract: In recent years, the theory of contextual learning has gained increasing attention from educational researchers. The construction of language use situation plays a key role in students’ integration of language knowledge, creation of language learning field and development of language proficiency. As the main carrier of knowledge transfer and teaching, teaching materials construct language use situations from three aspects: designing language learning themes, describing language knowledge production process and enhancing cultural identity. According to the relevant prompts of textbooks, teachers should focus on the hierarchy of the content, the intersubjectivity of the activity and the multi-dimensional aspects of evaluation in teaching, so as to promote the effective implementation and complete construction of the context of language application.

Keywords: context of language application, Chinese practical activities, Chinese textbook, Chinese teaching

]]> https://sccl.sg/en/publication-and-jcle/journal-jcle/jcle-issues/2025-vol-23,-no-1-issue-45/416-context-of-language-application-textbook-construction-and-teaching-representation?format=html Abstract: In recent years, the theory of contextual learning has gained increasing attention from educational researchers. The construction of language use situation plays a key role in students’ integration of language knowledge, creation of language learning field and development of language proficiency. As the main carrier of knowledge transfer and teaching, teaching materials construct language use situations from three aspects: designing language learning themes, describing language knowledge production process and enhancing cultural identity. According to the relevant prompts of textbooks, teachers should focus on the hierarchy of the content, the intersubjectivity of the activity and the multi-dimensional aspects of evaluation in teaching, so as to promote the effective implementation and complete construction of the context of language application.

Keywords: context of language application, Chinese practical activities, Chinese textbook, Chinese teaching

]]> chewming.loi@sccl.sg (Loi Chew Ming) 2025 Vol.23, No.1 (issue 45) Tue, 24 Jun 2025 15:23:12 +0800 4. An Exploration of Chinese Word Lists in International Schools: The Development of “General Chinese Word List” and “Academic Word List” https://sccl.sg/en/publication-and-jcle/journal-jcle/jcle-issues/2024-vol-22,-no-2-issue-44/411-4-an-exploration-of-chinese-word-lists-in-international-schools-the-development-of-“general-chinese-word-list”-and-“academic-word-list”?format=html 4. An Exploration of Chinese Word Lists in International Schools: The Development of “General Chinese Word List” and “Academic Word List” Abstract: The purpose of this study is to explore the development of Chinese word lists to support primary and secondary Chinese teachers in international schools in organising activities through three aspects of language learning. The word list is divided into two categories: the “general Chinese word list” and “academic word list”, and different developmental methodologies are adopted respectively. The “general Chinese word list” is mainly based on native and non-native Chinese word lists, word frequency lists, and informed by quantitative indicators such as word frequency and coverage rate. Additionally, qualitative dimensions such as the characteristics of Chinese characters and words, and learners’ cognitive patterns, are also taken into account. This mixed approach ultimately results in a total of 11,940 words being identified and included in the “general Chinese word list”. The “academic word list” mainly draws from the compulsory education textbooks approved by the Ministry of Education of the People’s Republic of China, and adopts the “individual text driven” paradigm to determine discipline-specific vocabulary by analysing word coverage within the textbooks. This process helps in forming teaching vocabulary for three major subject groups: Chinese language and literature, science, and humanities.

Keywords: international schools, Chinese curriculum in primary and secondary schools, aspects of language learning, general Chinese word list, academic word list

]]> https://sccl.sg/en/publication-and-jcle/journal-jcle/jcle-issues/2024-vol-22,-no-2-issue-44/411-4-an-exploration-of-chinese-word-lists-in-international-schools-the-development-of-“general-chinese-word-list”-and-“academic-word-list”?format=html Abstract: The purpose of this study is to explore the development of Chinese word lists to support primary and secondary Chinese teachers in international schools in organising activities through three aspects of language learning. The word list is divided into two categories: the “general Chinese word list” and “academic word list”, and different developmental methodologies are adopted respectively. The “general Chinese word list” is mainly based on native and non-native Chinese word lists, word frequency lists, and informed by quantitative indicators such as word frequency and coverage rate. Additionally, qualitative dimensions such as the characteristics of Chinese characters and words, and learners’ cognitive patterns, are also taken into account. This mixed approach ultimately results in a total of 11,940 words being identified and included in the “general Chinese word list”. The “academic word list” mainly draws from the compulsory education textbooks approved by the Ministry of Education of the People’s Republic of China, and adopts the “individual text driven” paradigm to determine discipline-specific vocabulary by analysing word coverage within the textbooks. This process helps in forming teaching vocabulary for three major subject groups: Chinese language and literature, science, and humanities.

Keywords: international schools, Chinese curriculum in primary and secondary schools, aspects of language learning, general Chinese word list, academic word list

]]> chewming.loi@sccl.sg (Loi Chew Ming) 2024 Vol.22, No.2 (issue 44) Tue, 17 Dec 2024 11:29:28 +0800 3. A Comparative Study on the Use of Chinese Characters in the Same Texts in Chinese Language Textbooks of Primary Schools in China and Malaysia https://sccl.sg/en/publication-and-jcle/journal-jcle/jcle-issues/2024-vol-22,-no-2-issue-44/410-3-a-comparative-study-on-the-use-of-chinese-characters-in-the-same-texts-in-chinese-language-textbooks-of-primary-schools-in-china-and-malaysia?format=html 3. A Comparative Study on the Use of Chinese Characters in the Same Texts in Chinese Language Textbooks of Primary Schools in China and Malaysia Abstract: This study compares the differences in the use of Chinese characters in the Chinese language textbooks for primary schools, specifically between the Unified Edition of Primary School Chinese Language Textbook used in China and the Chinese language textbooks used in the National-type Chinese primary schools in Malaysia. The aim is to explore the modifications and adaptations made by textbook authors in terms of text content. Initially, a database was used to conduct statistical analysis on the use of Chinese characters in identical texts from both sets of Chinese language textbooks. Subsequently, a comparative analysis was conducted to examine the differences in the use of Chinese characters within the same texts. Finally, a detailed analysis of the types of differences was carried out. The research reveals a significant occurrence of rewriting in Chinese language textbooks for primary schools, indicating that even when the text is the same, different editors often make certain modifications to the words used.

Keywords: China, Malaysia, primary schools, Chinese language textbooks, use of Chinese characters

]]> https://sccl.sg/en/publication-and-jcle/journal-jcle/jcle-issues/2024-vol-22,-no-2-issue-44/410-3-a-comparative-study-on-the-use-of-chinese-characters-in-the-same-texts-in-chinese-language-textbooks-of-primary-schools-in-china-and-malaysia?format=html Abstract: This study compares the differences in the use of Chinese characters in the Chinese language textbooks for primary schools, specifically between the Unified Edition of Primary School Chinese Language Textbook used in China and the Chinese language textbooks used in the National-type Chinese primary schools in Malaysia. The aim is to explore the modifications and adaptations made by textbook authors in terms of text content. Initially, a database was used to conduct statistical analysis on the use of Chinese characters in identical texts from both sets of Chinese language textbooks. Subsequently, a comparative analysis was conducted to examine the differences in the use of Chinese characters within the same texts. Finally, a detailed analysis of the types of differences was carried out. The research reveals a significant occurrence of rewriting in Chinese language textbooks for primary schools, indicating that even when the text is the same, different editors often make certain modifications to the words used.

Keywords: China, Malaysia, primary schools, Chinese language textbooks, use of Chinese characters

]]> chewming.loi@sccl.sg (Loi Chew Ming) 2024 Vol.22, No.2 (issue 44) Tue, 17 Dec 2024 11:26:04 +0800 2. A Comparative Study of Large Language Model and Teachers’ Scoring and Feedback on Chinese Oral Tasks https://sccl.sg/en/publication-and-jcle/journal-jcle/jcle-issues/2024-vol-22,-no-2-issue-44/409-2-a-comparative-study-of-large-language-model-and-teachers’-scoring-and-feedback-on-chinese-oral-tasks?format=html 2. A Comparative Study of Large Language Model and Teachers’ Scoring and Feedback on Chinese Oral Tasks Abstract: Open-ended oral tasks pose challenges for automated spoken language assessment. The large language models (LLMs) may offer a potential solution to this problem. This study designed and developed an automated feedback tool, named ArguFeedback1.0, based on the GPT-4 to provide scoring and feedback for Singapore Chinese students’ open-ended oral reports. By comparing the scoring and feedback from the LLM with those from teachers, the study found that the discrepancy in scoring between the LLM and teachers was more significant than between teachers. However, the consistency in grade levels between the LLM and teachers was relatively high, indicating that the LLM could score open-ended oral tasks. Regarding feedback, the LLM can generate effective feedback at the task, process, self-regulation, and affective levels. However, each had its emphasis: the LLM can generate more comprehensive feedback based on text, but its affective feedback was limited to the linguistic level; teachers provided feedback based on experience, focusing more on emotional and humanistic interaction. The study suggested implementing a collaborative human-machine evaluation model for open-ended oral tasks.

Keywords: large language model (LLM), scoring, feedback, Singapore secondary students, Chinese oral

]]> https://sccl.sg/en/publication-and-jcle/journal-jcle/jcle-issues/2024-vol-22,-no-2-issue-44/409-2-a-comparative-study-of-large-language-model-and-teachers’-scoring-and-feedback-on-chinese-oral-tasks?format=html Abstract: Open-ended oral tasks pose challenges for automated spoken language assessment. The large language models (LLMs) may offer a potential solution to this problem. This study designed and developed an automated feedback tool, named ArguFeedback1.0, based on the GPT-4 to provide scoring and feedback for Singapore Chinese students’ open-ended oral reports. By comparing the scoring and feedback from the LLM with those from teachers, the study found that the discrepancy in scoring between the LLM and teachers was more significant than between teachers. However, the consistency in grade levels between the LLM and teachers was relatively high, indicating that the LLM could score open-ended oral tasks. Regarding feedback, the LLM can generate effective feedback at the task, process, self-regulation, and affective levels. However, each had its emphasis: the LLM can generate more comprehensive feedback based on text, but its affective feedback was limited to the linguistic level; teachers provided feedback based on experience, focusing more on emotional and humanistic interaction. The study suggested implementing a collaborative human-machine evaluation model for open-ended oral tasks.

Keywords: large language model (LLM), scoring, feedback, Singapore secondary students, Chinese oral

]]> chewming.loi@sccl.sg (Loi Chew Ming) 2024 Vol.22, No.2 (issue 44) Tue, 17 Dec 2024 11:21:33 +0800 1. Chinese-English Translation as a Tactic of Teaching Chinese as a Second Language https://sccl.sg/en/publication-and-jcle/journal-jcle/jcle-issues/2024-vol-22,-no-2-issue-44/408-chinese-english-translation-as-a-tactic-of-teaching-chinese-as-a-second-language?format=html 1. Chinese-English Translation as a Tactic of Teaching Chinese as a Second Language Abstract: The complex language environment of Singapore provides a rich language resource. However, due to the influence of traditional thinking, Chinese language teaching has not maximised this language resource but keeps the different languages (in our context, English and Chinese) separate so as to prevent language mixing and resultant errors. However, in a multi-lingual society, code-switching is common and cannot be avoided. This essay suggests to make good use of English, which the students are more proficient, to learn Chinese, which they find difficult. This approach is consistent with the recent idea of “translanguaging”. Relevant issues are discussed.

Keywords: translation, code-switching, code-mixing, translanguaging

]]> https://sccl.sg/en/publication-and-jcle/journal-jcle/jcle-issues/2024-vol-22,-no-2-issue-44/408-chinese-english-translation-as-a-tactic-of-teaching-chinese-as-a-second-language?format=html Abstract: The complex language environment of Singapore provides a rich language resource. However, due to the influence of traditional thinking, Chinese language teaching has not maximised this language resource but keeps the different languages (in our context, English and Chinese) separate so as to prevent language mixing and resultant errors. However, in a multi-lingual society, code-switching is common and cannot be avoided. This essay suggests to make good use of English, which the students are more proficient, to learn Chinese, which they find difficult. This approach is consistent with the recent idea of “translanguaging”. Relevant issues are discussed.

Keywords: translation, code-switching, code-mixing, translanguaging

]]> chewming.loi@sccl.sg (Loi Chew Ming) 2024 Vol.22, No.2 (issue 44) Tue, 17 Dec 2024 11:08:28 +0800 4. An Empirical Study of Using an Integrative and Effective Literacy Approach to Enhance the Literacy Skills of Chinese as a Second Language Secondary School Students https://sccl.sg/en/publication-and-jcle/journal-jcle/jcle-issues/2024-vol-22,-no-1-issue-43-1/407-4-an-empirical-study-of-using-an-integrative-and-effective-literacy-approach-to-enhance-the-literacy-skills-of-chinese-as-a-second-language-secondary-school-students?format=html 4. An Empirical Study of Using an Integrative and Effective Literacy Approach to Enhance the Literacy Skills of Chinese as a Second Language Secondary School Students Abstract: Combining literacy theory and second language acquisition theory, this study uses the Integrative and Effective Approach to construct an Integrative and Effective Literacy Approach for Chinese as a second language (CSL) students in secondary schools. Through teaching experiments conducted at three classes in a secondary school in Singapore, the study found that the Integrative and Effective Literacy Approach effectively improved the literacy skills of CSL secondary school students at all levels as compared to the traditional Focused Literacy Approach. In addition, this study also summarised the CSL students’ literacy characteristics through classroom observation, interviews and artifact analysis. We could, thereafter, verify that the Integrative and Effective Literacy Approach can increase the students’ interest in learning Chinese characters and Chinese language.

Keywords: Integrative and Effective Literacy Approach, mental lexicon, Singapore secondary school, Chinese as a second language (CSL)

]]> https://sccl.sg/en/publication-and-jcle/journal-jcle/jcle-issues/2024-vol-22,-no-1-issue-43-1/407-4-an-empirical-study-of-using-an-integrative-and-effective-literacy-approach-to-enhance-the-literacy-skills-of-chinese-as-a-second-language-secondary-school-students?format=html Abstract: Combining literacy theory and second language acquisition theory, this study uses the Integrative and Effective Approach to construct an Integrative and Effective Literacy Approach for Chinese as a second language (CSL) students in secondary schools. Through teaching experiments conducted at three classes in a secondary school in Singapore, the study found that the Integrative and Effective Literacy Approach effectively improved the literacy skills of CSL secondary school students at all levels as compared to the traditional Focused Literacy Approach. In addition, this study also summarised the CSL students’ literacy characteristics through classroom observation, interviews and artifact analysis. We could, thereafter, verify that the Integrative and Effective Literacy Approach can increase the students’ interest in learning Chinese characters and Chinese language.

Keywords: Integrative and Effective Literacy Approach, mental lexicon, Singapore secondary school, Chinese as a second language (CSL)

]]> chewming.loi@sccl.sg (Loi Chew Ming) 2024 Vol.22, No.1 (issue 43) Fri, 21 Jun 2024 10:50:12 +0800 3. Construction of an Online Oral Chinese Teaching Mode for International Students in the Post-Epidemic Era https://sccl.sg/en/publication-and-jcle/journal-jcle/jcle-issues/2024-vol-22,-no-1-issue-43-1/406-3-construction-of-an-online-oral-chinese-teaching-mode-for-international-students-in-the-post-epidemic-era?format=html 3. Construction of an Online Oral Chinese Teaching Mode for International Students in the Post-Epidemic Era Abstract: In recent years, online teaching has emerged as a new favourite of the global education community. International Chinese language education has also begun a new era of “online and offline” education. In this paper, to solve the problems encountered during online oral teaching in practice and provide an effective solution, we draw on the research results of cognitive psychology, the teaching concept of production-oriented approach (POA) and the advantages of offline flipped classroom, give full play to the informatisation and dynamisation of online teaching and construct the online teaching model of “pre-class recording, in-class live broadcast, learning assessment and classroom management”.

Keywords: post-epidemic era, international Chinese language education, online education, flipped classroom, oral instruction

]]> https://sccl.sg/en/publication-and-jcle/journal-jcle/jcle-issues/2024-vol-22,-no-1-issue-43-1/406-3-construction-of-an-online-oral-chinese-teaching-mode-for-international-students-in-the-post-epidemic-era?format=html Abstract: In recent years, online teaching has emerged as a new favourite of the global education community. International Chinese language education has also begun a new era of “online and offline” education. In this paper, to solve the problems encountered during online oral teaching in practice and provide an effective solution, we draw on the research results of cognitive psychology, the teaching concept of production-oriented approach (POA) and the advantages of offline flipped classroom, give full play to the informatisation and dynamisation of online teaching and construct the online teaching model of “pre-class recording, in-class live broadcast, learning assessment and classroom management”.

Keywords: post-epidemic era, international Chinese language education, online education, flipped classroom, oral instruction

]]> chewming.loi@sccl.sg (Loi Chew Ming) 2024 Vol.22, No.1 (issue 43) Fri, 21 Jun 2024 10:48:49 +0800 2. Child Agency in Family Language Planning: A Case Study of Three Mainland Immigrant Families in Hong Kong https://sccl.sg/en/publication-and-jcle/journal-jcle/jcle-issues/2024-vol-22,-no-1-issue-43-1/405-2-child-agency-in-family-language-planning-a-case-study-of-three-mainland-immigrant-families-in-hong-kong?format=html 2. Child Agency in Family Language Planning: A Case Study of Three Mainland Immigrant Families in Hong Kong Abstract: This study investigates the family language planning (FLP) of three immigrant families from the Mainland in Hong Kong, especially on parents’ code-switching and interaction strategies as well as child agency. Using the newly developed theoretical frameworks of FLP based on concepts and theories from sociolinguistics, language acquisition, and children language development, this study investigates three immigrant families (12 family members in total) in Hong Kong for about six months. By interviewing family members and observing their participation in different family events and activities recorded by video and field notes, ethnographic data were collected. The data collected were sorted and analysed qualitatively and statistically to identify different family language practices, including various language strategies used at home and parents’ language intervention of children’s language. Special attention was paid to the analysis of child agency embodied at home in language practices. It was found that: (1) children use code-switching to attract their parents’ attention or to achieve other communicative purposes; (2) children use different code-switching strategies, non-verbal behaviors, and “no” responses to interfere directly or indirectly with their parents’ linguistic awareness and language management, thus affecting their parents’ implementation of language planning. Taken together, child agency can directly or indirectly change parents’ language intervention, and further change parental language ideology and family language planning.

Keywords: family language planning, child agency, code-switching, language practices, language ideology, language intervention

]]> https://sccl.sg/en/publication-and-jcle/journal-jcle/jcle-issues/2024-vol-22,-no-1-issue-43-1/405-2-child-agency-in-family-language-planning-a-case-study-of-three-mainland-immigrant-families-in-hong-kong?format=html Abstract: This study investigates the family language planning (FLP) of three immigrant families from the Mainland in Hong Kong, especially on parents’ code-switching and interaction strategies as well as child agency. Using the newly developed theoretical frameworks of FLP based on concepts and theories from sociolinguistics, language acquisition, and children language development, this study investigates three immigrant families (12 family members in total) in Hong Kong for about six months. By interviewing family members and observing their participation in different family events and activities recorded by video and field notes, ethnographic data were collected. The data collected were sorted and analysed qualitatively and statistically to identify different family language practices, including various language strategies used at home and parents’ language intervention of children’s language. Special attention was paid to the analysis of child agency embodied at home in language practices. It was found that: (1) children use code-switching to attract their parents’ attention or to achieve other communicative purposes; (2) children use different code-switching strategies, non-verbal behaviors, and “no” responses to interfere directly or indirectly with their parents’ linguistic awareness and language management, thus affecting their parents’ implementation of language planning. Taken together, child agency can directly or indirectly change parents’ language intervention, and further change parental language ideology and family language planning.

Keywords: family language planning, child agency, code-switching, language practices, language ideology, language intervention

]]> chewming.loi@sccl.sg (Loi Chew Ming) 2024 Vol.22, No.1 (issue 43) Fri, 21 Jun 2024 10:45:34 +0800 1. Readability of the Integrated Texts of Singapore Secondary Illustrated by Readability Analysis https://sccl.sg/en/publication-and-jcle/journal-jcle/jcle-issues/2024-vol-22,-no-1-issue-43-1/400-readability-of-the-integrated-texts-of-singapore-secondary-illustrated-by-readability-analysis?format=html 1. Readability of the Integrated Texts of Singapore Secondary Illustrated by Readability Analysis Abstract: The 2021 Singapore Chinese language syllabus uses an integrated design, in a way that the five courses are differentiated yet unified under the same system. The readability of texts is a measure of the difficulty of texts. This paper compares the readability of the 2021 and 2011 textbooks, exploring the differences in the difficulty of various levels of curricula. It was found that the differences between levels of Chinese curricula changed in the 2021 syllabus in that the difficulty of Higher and Express Chinese was increased, the gap between Express and Normal Academic Chinese widened, and Basic Chinese and Chinese B put at the same difficulty level. It was also found that the Chinese as a Second Language Readability Formula can easily and objectively determine the difficulty of Chinese texts and is a practical method that can be easily applied by textbook writers and teachers in selecting texts, which is of important value in optimising Chinese language teaching.

Keywords: Chinese language syllabus, curriculum integration, readability, readability formula, difficulty level

]]> https://sccl.sg/en/publication-and-jcle/journal-jcle/jcle-issues/2024-vol-22,-no-1-issue-43-1/400-readability-of-the-integrated-texts-of-singapore-secondary-illustrated-by-readability-analysis?format=html Abstract: The 2021 Singapore Chinese language syllabus uses an integrated design, in a way that the five courses are differentiated yet unified under the same system. The readability of texts is a measure of the difficulty of texts. This paper compares the readability of the 2021 and 2011 textbooks, exploring the differences in the difficulty of various levels of curricula. It was found that the differences between levels of Chinese curricula changed in the 2021 syllabus in that the difficulty of Higher and Express Chinese was increased, the gap between Express and Normal Academic Chinese widened, and Basic Chinese and Chinese B put at the same difficulty level. It was also found that the Chinese as a Second Language Readability Formula can easily and objectively determine the difficulty of Chinese texts and is a practical method that can be easily applied by textbook writers and teachers in selecting texts, which is of important value in optimising Chinese language teaching.

Keywords: Chinese language syllabus, curriculum integration, readability, readability formula, difficulty level

]]> chewming.loi@sccl.sg (Loi Chew Ming) 2024 Vol.22, No.1 (issue 43) Fri, 21 Jun 2024 09:56:23 +0800 4. Text Reading and Analysis of “Time and Space” in the IBDP Chinese A Subject: A Case Study of The True Story of Ah Q by Lu Xun https://sccl.sg/en/publication-and-jcle/journal-jcle/jcle-issues/2023-vol-21-no-2-issue-42/395-4-text-reading-and-analysis-of-time-and-space-in-the-ibdp-chinese-a-subject-a-case-study-of-the-true-story-of-ah-q-by-lu-xun?format=html 4. Text Reading and Analysis of “Time and Space” in the IBDP Chinese A Subject: A Case Study of The True Story of Ah Q by Lu Xun Abstract: This paper proposes a text reading and analysis approach under the concept of “time and space” using The True Story of Ah Q by Lu Xun as an example. “Time and space” is one of the three major areas of exploration in the IBDP Chinese A subject. It requires texts to be read and analysed under the concepts of the three areas, rather than simply studying classical works. This paper first examines the concept of “time and space” and points out the aspects that can be analysed with this model. Second, we present the results of the analysis by borrowing the analysis method of mapping relationships from the “cognitive reading model”. Finally, with the concept of “time and space” as the core, we propose a reading and analysis method that is suitable for Chinese A classes. Through the presentation of pedagogical steps in this paper, students will develop the ability to analyse texts with the concept as the core.

Keywords: time and space, areas of exploration, Cognitive Reading Model, reading instruction, International Baccalaureate Diploma Programme (IBDP), Chinese A subject, The True Story of Ah Q, Lu Xun

]]> https://sccl.sg/en/publication-and-jcle/journal-jcle/jcle-issues/2023-vol-21-no-2-issue-42/395-4-text-reading-and-analysis-of-time-and-space-in-the-ibdp-chinese-a-subject-a-case-study-of-the-true-story-of-ah-q-by-lu-xun?format=html Abstract: This paper proposes a text reading and analysis approach under the concept of “time and space” using The True Story of Ah Q by Lu Xun as an example. “Time and space” is one of the three major areas of exploration in the IBDP Chinese A subject. It requires texts to be read and analysed under the concepts of the three areas, rather than simply studying classical works. This paper first examines the concept of “time and space” and points out the aspects that can be analysed with this model. Second, we present the results of the analysis by borrowing the analysis method of mapping relationships from the “cognitive reading model”. Finally, with the concept of “time and space” as the core, we propose a reading and analysis method that is suitable for Chinese A classes. Through the presentation of pedagogical steps in this paper, students will develop the ability to analyse texts with the concept as the core.

Keywords: time and space, areas of exploration, Cognitive Reading Model, reading instruction, International Baccalaureate Diploma Programme (IBDP), Chinese A subject, The True Story of Ah Q, Lu Xun

]]> chewming.loi@sccl.sg (Loi Chew Ming) 2023 Vol.21, No.2 (issue 42) Fri, 29 Dec 2023 01:32:20 +0800 3. A Dialogic Perspective on Student Engagement: Comparative Case Studies of Chinese and Danish Literature Classes https://sccl.sg/en/publication-and-jcle/journal-jcle/jcle-issues/2023-vol-21-no-2-issue-42/394-3-a-dialogic-perspective-on-student-engagement-comparative-case-studies-of-chinese-and-danish-literature-classes?format=html 3. A Dialogic Perspective on Student Engagement: Comparative Case Studies of Chinese and Danish Literature Classes Abstract: This paper compares Danish and Chinese literature teaching in terms of engaging high school students from a dialogic perspective. This study follows a qualitative case-study research design with four qualitative methods, namely, direct observations, document collection, interviews with teachers and selected students, and a Critical Incident Questionnaire (CIQ). Positioning theory and envisioning theory were combined to form the theoretical foundation of this study. Two coding frameworks drawn from the theoretical foundation were applied when analyzing the empirical data. Through comparing, two types of Social Participation Structure (SPS) were identified, which indicate the divergent positions and relationships of participants and reflect the extent of student engagement in the dialogic interactions of the two cases under study. The results also reveal a commonality between the two different classes, which the authors characterize as “Dancing with Shackles”. The phrase encapsulates the possibility and extent of student engagement in dialogues in the two cases. The paper ends with a discussion on the cultural factors that affect student engagement in dialogic interactions and an elaboration on the implications of the proposed reading pedagogy for different kinds of literature classrooms. The authors believe that the theoretical framework proposed in this study provides a fresh perspective for researchers to analyze dialogic teaching in the literature classroom.

Keywords: dialogic perspective, student engagement, literature class, classroom interaction

]]> https://sccl.sg/en/publication-and-jcle/journal-jcle/jcle-issues/2023-vol-21-no-2-issue-42/394-3-a-dialogic-perspective-on-student-engagement-comparative-case-studies-of-chinese-and-danish-literature-classes?format=html Abstract: This paper compares Danish and Chinese literature teaching in terms of engaging high school students from a dialogic perspective. This study follows a qualitative case-study research design with four qualitative methods, namely, direct observations, document collection, interviews with teachers and selected students, and a Critical Incident Questionnaire (CIQ). Positioning theory and envisioning theory were combined to form the theoretical foundation of this study. Two coding frameworks drawn from the theoretical foundation were applied when analyzing the empirical data. Through comparing, two types of Social Participation Structure (SPS) were identified, which indicate the divergent positions and relationships of participants and reflect the extent of student engagement in the dialogic interactions of the two cases under study. The results also reveal a commonality between the two different classes, which the authors characterize as “Dancing with Shackles”. The phrase encapsulates the possibility and extent of student engagement in dialogues in the two cases. The paper ends with a discussion on the cultural factors that affect student engagement in dialogic interactions and an elaboration on the implications of the proposed reading pedagogy for different kinds of literature classrooms. The authors believe that the theoretical framework proposed in this study provides a fresh perspective for researchers to analyze dialogic teaching in the literature classroom.

Keywords: dialogic perspective, student engagement, literature class, classroom interaction

]]> chewming.loi@sccl.sg (Loi Chew Ming) 2023 Vol.21, No.2 (issue 42) Fri, 29 Dec 2023 01:22:42 +0800 2. The Change of Filial Piety Narration in Primary School Chinese Textbooks in the Early Twentieth Century https://sccl.sg/en/publication-and-jcle/journal-jcle/jcle-issues/2023-vol-21-no-2-issue-42/393-2-the-change-of-filial-piety-narration-in-primary-school-chinese-textbooks-in-the-early-twentieth-century?format=html 2. The Change of Filial Piety Narration in Primary School Chinese Textbooks in the Early Twentieth Century Abstract: Textbooks are carriers of curriculum. Due to the impact of strong western culture, China’s traditional society quickly disintegrated, leading to changes in the Confucian ideas conveyed by textbooks. In the early 20th century, there were three stages in the evolution of the narration of filial piety in the primary school Chinese textbooks, which were responsible for “establishing foundation”. First, in the late Qing dynasty, the traditional concept of filial piety was generally followed, and showed the characteristics of diversification. Second, in the early Republican era of China, the “obedience” part of filial piety was strengthened, which was in contradiction with children’s images of “autonomy” and “self-reliance” constructed at this stage. Third, in the period of the new school system, the narration of filial piety declined and absorbed new cultural ideas, paying attention to the emotional connection and negotiation between parents and children. From this point of view, even in this period of rapid social changes, primary school Chinese textbooks still inherited and transformed the traditional Chinese culture of filial piety, which provides an important reference for the compilation of contemporary primary school Chinese textbooks.

Keywords:  The early twentieth century, primary school Chinese textbooks, filial piety

]]> https://sccl.sg/en/publication-and-jcle/journal-jcle/jcle-issues/2023-vol-21-no-2-issue-42/393-2-the-change-of-filial-piety-narration-in-primary-school-chinese-textbooks-in-the-early-twentieth-century?format=html Abstract: Textbooks are carriers of curriculum. Due to the impact of strong western culture, China’s traditional society quickly disintegrated, leading to changes in the Confucian ideas conveyed by textbooks. In the early 20th century, there were three stages in the evolution of the narration of filial piety in the primary school Chinese textbooks, which were responsible for “establishing foundation”. First, in the late Qing dynasty, the traditional concept of filial piety was generally followed, and showed the characteristics of diversification. Second, in the early Republican era of China, the “obedience” part of filial piety was strengthened, which was in contradiction with children’s images of “autonomy” and “self-reliance” constructed at this stage. Third, in the period of the new school system, the narration of filial piety declined and absorbed new cultural ideas, paying attention to the emotional connection and negotiation between parents and children. From this point of view, even in this period of rapid social changes, primary school Chinese textbooks still inherited and transformed the traditional Chinese culture of filial piety, which provides an important reference for the compilation of contemporary primary school Chinese textbooks.

Keywords:  The early twentieth century, primary school Chinese textbooks, filial piety

]]> chewming.loi@sccl.sg (Loi Chew Ming) 2023 Vol.21, No.2 (issue 42) Fri, 29 Dec 2023 01:17:29 +0800