Examines cooperative learning in relation to goals for second language (L2) development, first language (L1) maintenance, and content learning. Investigates how Chinese immigrant students perceive these goals and how they use the L1 and L2 to acquire content knowledge during cooperative learning activities. (Author/VWL)

Proposes a critical-sociological approach to analyzing immigrant literature, noting that for many students, their only contact with immigrants may be through representations in children's literature. Examines how Chinese immigrants to the United States are represented in Laurence Yep's (1992) "The Star Fisher," discussing how the issues of race,…

Reports on a content-based elementary Chinese as a foreign language program. Focuses on classroom language activities that are designed and implemented to serve the dual goals of language development and cultural learning. Investigated how classroom activities are organized to integrate culture/content and language learning for young beginners.…

Compares 83 good readers and 76 poor readers on their ability to use reading strategies in Chinese reading comprehension and on various reading motivation variables. Finds poor readers scored lower than good readers in using all reading strategies, and had lower intrinsic motivation in reading than good readers. Discusses implications of these…

A study of 60 Chinese Americans and 46 controls found the Chinese Americans were more likely to believe persons with speech disorders could improve speech by "trying hard," to view people using deaf speech and people with cleft palates as perhaps being emotionally disturbed, and to regard deaf speech as a limitation. (Author/CR)

The facilitative effect of incorporating echolalia on teaching receptive naming of Chinese characters to four Hong Kong children (ages 8-10) with autism was assessed. Results from two experiments indicated echolalia was the active component contributing to the successful acquisition and maintenance of receptive naming of Chinese characters.…

Semantic primitives for time and space, as proposed in Natural Semantic Metalanguage theory, are examined for lexical equivalents in Hong Kong Cantonese. Temporal primitives are all found to have clear Cantonese exponents that can be combined as predicted with other metalanguage elements, with two exceptions. Spatial primitives all appear to have…

Explores the various cultural perspectives present in mathematics education in China. States that the Chinese mathematics education has hidden problems and can learn from the Western mathematics education that utilizes approaches such as problem solving and constructivism. States that ethnomathematics should have an active role. (CMK)

Provides an overview of the theoretical arguments and problems encountered in the implementation of information technology in Chinese language teaching. States there is a belief that teaching and learning can be enhanced with the introduction of information technology, explaining that it may increase students' motivation to learn. (CMK)

Reports a case study of a Mandarin Chinese as a foreign language program for third and fourth graders in a Canadian elementary school. Attempts to investigate the feasibility of adopting a content-based approach to achieve the dual goals of language and culture learning for young beginners. (Author/VWL)

Describes a prototype computer interaction with primary school students in Hong Kong that uses Image Map Technology in English and Chinese. Discusses possible enhancements by comparisons with games on other Web sites and considers management issues including hardware, software, user training, and funding. (Author/LRW)

Presents a stand-alone CD-Rom version of a Web-based course in Modern Standard Chinese and addresses the problem of losing opportunities for negotiation in joint involvement episodes with teachers and peers in the CD-ROM course. Demonstrates trials of a mode of self-assessment in tasks using annotated sample texts generated by other students. (VWL)

Reports on the writing and teaching experiences of nine Western-trained Chinese Teaching English to Speakers of Other Languages (TESOL) professionals in China. Findings show that participants were all conscious of their biliterate/bicultural intellectual identity. Most participants were persistent in promoting a direct and linear English approach…

Focusing on the emergent Chinese and English literacy of a 5-year-old boy from Taiwan, provides insight into the debate within the field of bilingual education as to whether the introduction of literacy in languages with two different writing systems helps or hinders literacy development in both languages. (Author/VWL)

Examined learning styles of African-American, Chinese-American, Greek-American, and Mexican-American fourth, fifth, and sixth graders who completed Learning Style Inventory and Group Embedded Figures Test. Found children from different areas of American subculture had different patterns of preferred learning strategies. Findings suggest need for…