DOCSLIB.ORG

Elementary Mandarin Immersion Students Learning Alphabetic Pinyin and Using Pinyin to Learn Chinese Characters a DISSERTATION S

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Elementary Mandarin Immersion Students Learning Alphabetic Pinyin and Using Pinyin to Learn Chinese Characters a DISSERTATION S Elementary Mandarin Immersion Students Learning Alphabetic Pinyin and Using Pinyin to Learn Chinese Characters A DISSERTATION SUBMITTED TO THE FACULTY OF THE UNIVERSITY OF MINNESOTA BY Zhongkui Ju IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY Dr. Martha Bigelow August 2019 © Zhongkui Ju 2019 Acknowledgements First of all, I would like to thank the American Council on the Teaching of Foreign Languages (ACTFL), Language Learning, National Federation of Modern Languages Teaching Associations (NFMLTA)/National Council of Less Commonly Taught Languages (NCOLCTL), Pearson Education, and the Department of Curriculum and Instruction at the University of Minnesota for their generous support and recognition of this project. Second, I want to acknowledge those who have supported me, guided me, and helped me through every step of this process to bring me to this point. I am grateful to my advisor, Dr. Martha Bigelow, for her faith in me. She is more than an advisor but also a friend, a confidant, and a cheerleader during this PhD journey. I appreciate that she understands that earning a scholarship is not the most challenging hardship in graduate school. I am also grateful to Dr. Bob delMas for his advice, expertise, patience, and role- modeling for what it means to be a rigorous researcher. His purposeful questions, comments, and suggestions created valuable learning moments during the process of writing this dissertation. I have learned so much from him over the past six months. I am indebted to Dr. Yanling Zhou for her support, advice, sharing, and time commitment to assist me from Hong Kong, answering my questions online and attending my oral defense in Minneapolis. Without her help, I would not have even known how to begin this project. i Furthermore, I am very grateful to Drs. Lori Helman and Sam David who read my work, provided feedback, and shared their insights. It means a great deal to me that they agreed to serve on my committee. I want to thank the National Center of Educational Outcomes and my supervisor, Kristi Liu, who supported me this year and opened a new research door for me. I would also like to thank the Center for Advanced Research on Language Acquisition (CARLA) crew who took care of me for the last four and a half years while I was working as a graduate research assistant. Of special note is Elaine Tarone, who gave me much good advice and encouragement at Bordertown, and Tara Fortune, who brought me into the field of Mandarin immersion education. I am truly indebted to the teachers and administrators at the participating school. I want to thank Dr. Luyi Lien and Sue Burg for trusting me to conduct this massive project at their school, as well as those who reached out their hand to help me here and there, including Devin Nelson, Ye Cheng, Pin-Chen Huang, Mohan Shang, Shu-Ching Lee, Shumei Lai, Hailei Xie, Taoyuan Li, and Kate Aubrecht. Most importantly, I want to thank the lovely students and their parents who volunteered for this project. Thank you to my helpers with data collection, Weijian Wang, Jieying Zhang, Tong Zhao, Shuang Fu, Xiaofen Huang, Bo Gao, Runzhi Xiang, Ningjun Tan, Qianru Liu, Pai Liu, Jing Wu, and Qianli Ma. Additionally, I want to thank Yangyang Liu; Garrett, Mirya, and their son Keilo; Ping Peng and her class who helped me with piloting my measures; and Jin Wu, who drew the illustrations in the story books. A big thank you to Molly Wieland, who participated in my interview and shared her expertise and ii experience. Additionally, I want to thank Sarah, who proofread several chapters of my paper with very demanding deadlines. I also want to thank the scholars from all over the world who listened to my thoughts and gave me advice: Yen-Hwei Lin (Michigan State University), Rong Cui, Taingang Hui (Capital Normal University), Haomin Zhang (East China Normal University), Qiong Dong (Anhui University), and a special thank you to Xinchun Wu (Beijing Normal University), who shared the stories used in his study and met me in Beijing in 2007. I received so much help on statistical analysis from Kyle Nickodem from Methodology Research Consulting Center and Si Peng from Liberal Arts Technologies and Innovation Services at the University of Minnesota. Thank you. Last, but not least, I am grateful to my family for their unconditional love, my friends—especially Tianou Zhang, who is great company, and Fan Li, who is a loyal listener—and my dear colleagues, Alex, Anu, Cory, Leah, Mengying, Mike, Rosalind, Yi-Ru, and many more wonderful buddies in graduate school. Overall, I am grateful to have spent five years of my life at the University of Minnesota. I have received an excellent education here. It has been a significant and positive life experience. iii Abstract As a critical component of literacy curriculum, alphabetic Pinyin can be introduced to Mandarin immersion (MI) students either at Grade 1, Grade 2, or Grade 3, together with another two orthographies: Chinese characters and English. When to introduce Pinyin and how to use Pinyin has been a practical and theoretical issue that matters to thousands of MI students in the US. However, very few studies have been conducted to investigate Pinyin literacy development and its relationship with Chinese character literacy development in young Chinese L2 learners. Using a three-paper dissertation format, this project included three interrelated studies to examine (1) the extent to which Pinyin spelling skills predict Chinese word reading after controlling for a set of Pinyin literacy and Chinese character literacy related skills, (2) whether Pinyin captions in reading materials facilitate or hinder the learning of Chinese words in meaningful reading activities, and (3) the extent to which MI students have acquired Chinese sounds in absence of Pinyin instruction and developed Pinyin spelling skills after learning Pinyin for almost an academic year. Seventy-six English proficient third graders were recruited as participants from an early total MI program. Students learn the school subject matters via the medium of Chinese since kindergarten with 90% of instructional time allocated in Chinese. Students receive seven English language arts classes per week since Grade 2 and Pinyin instruction begins at Grade 3. Study 1 is a correlational study that collected data from a set of Pinyin literacy and Chinese character literacy related measures. Hierarchical linear regression analyses suggested that the holistic Pinyin spelling or the separate Pinyin onset-rime spelling made iv a significant and unique contribution to Chinese word reading above and beyond other identified variables. Study 2 is an experimental study that employed a crossover design to compare MI students’ Chinese word learning with and without Pinyin. Contrast analyses and multilevel model analyses showed that students learned the Chinese words better without Pinyin, but the differences were not beyond significance level. Study 3 examined Chinese phonology acquisition and Pinyin spelling. Speech and spelling error analyses suggested that MI students could achieve high accuracy in pronunciation, but exhibited challenges in Pinyin spelling, mostly due to the negative transfer from L1 English literacy knowledge, insufficient phonological sensitivity, and incomplete Pinyin letter knowledge. Although Pinyin spelling skills can predict Chinese word reading, it does not mean Pinyin instruction, seen as phonological training, could promote Chinese word reading, which requires the experimental design. In fact, the use of Pinyin may interfere with the learning of Chinese words in teacher-involved reading activities. Additionally, there might be cognitive constraints for young Chinese L2 learners to learn Pinyin. More importantly, Chinese reading acquisition may depend on meaning. The findings together suggested to allocate precious instructional time in early academic grades to develop MI students’ character knowledge and oral vocabulary knowledge, especially the more abstract Tier 2 words. Furthermore, Pinyin captions should be avoided in whole group reading activities where the teacher can provide instructions on the new words. In all, late Pinyin introduction should be encouraged in most MI programs. The findings are of importance for MI educators to make curricular decisions on when to teach Pinyin and how to use Pinyin for English L1 young learners of Chinese. v Table of Contents Acknowledgements .............................................................................................................. i Abstract .............................................................................................................................. iv Table of Contents ............................................................................................................... vi List of Tables ..................................................................................................................... ix List of Figures ...................................................................................................................... i Chapter 1 Introduction ....................................................................................................... 1 1.1 Why Should We Care?............................................................................................ 1 1.2 Mandarin Immersion Education and Chinese Reading Proficiency ....................... 2 1.3 Statement of the Problem .......................................................................................
Load more

Recommended publications
  • Chinese Pinyin Aided IME, Input What You Have Not Keystroked Yet
    Chinese Pinyin Aided IME, Input What You Have Not Keystroked Yet Yafang Huang1;2, Hai Zhao1;2;∗, 1Department of Computer Science and Engineering, Shanghai Jiao Tong University, Shanghai, 200240, China 2Key Laboratory of Shanghai Education Commission for Intelligent Interaction and Cognitive Engineering, Shanghai Jiao Tong University, Shanghai, 200240, China [email protected], [email protected] ∗ Abstract between pinyin syllables and Chinese characters. (Huang et al., 2018; Yang et al., 2012; Jia and Chinese pinyin input method engine (IME) Zhao, 2014; Chen et al., 2015) regarded the P2C as converts pinyin into character so that Chinese a translation between two languages and solved it characters can be conveniently inputted into computer through common keyboard. IMEs in statistical or neural machine translation frame- work relying on its core component, pinyin- work. The fundamental difference between (Chen to-character conversion (P2C). Usually Chi- et al., 2015) work and ours is that our work is a nese IMEs simply predict a list of character fully end-to-end neural IME model with extra at- sequences for user choice only according to tention enhancement, while the former still works user pinyin input at each turn. However, Chi- on traditional IME only with converted neural net- nese inputting is a multi-turn online procedure, work language model enhancement. (Zhang et al., which can be supposed to be exploited for fur- 2017) introduced an online algorithm to construct ther user experience promoting. This paper thus for the first time introduces a sequence- appropriate dictionary for P2C. All the above men- to-sequence model with gated-attention mech- tioned work, however, still rely on a complete in- anism for the core task in IMEs.
    [Show full text]
  • French Names Noeline Bridge
    names collated:Chinese personal names and 100 surnames.qxd 29/09/2006 13:00 Page 8 The hundred surnames Pinyin Hanzi (simplified) Wade Giles Other forms Well-known names Pinyin Hanzi (simplified) Wade Giles Other forms Well-known names Zang Tsang Zang Lin Zhu Chu Gee Zhu Yuanzhang, Zhu Xi Zeng Tseng Tsang, Zeng Cai, Zeng Gong Zhu Chu Zhu Danian Dong, Zhu Chu Zhu Zhishan, Zhu Weihao Jeng Zhu Chu Zhu jin, Zhu Sheng Zha Cha Zha Yihuang, Zhuang Chuang Zhuang Zhou, Zhuang Zi Zha Shenxing Zhuansun Chuansun Zhuansun Shi Zhai Chai Zhai Jin, Zhai Shan Zhuge Chuko Zhuge Liang, Zhan Chan Zhan Ruoshui Zhuge Kongming Zhan Chan Chaim Zhan Xiyuan Zhuo Cho Zhuo Mao Zhang Chang Zhang Yuxi Zi Tzu Zi Rudao Zhang Chang Cheung, Zhang Heng, Ziche Tzuch’e Ziche Zhongxing Chiang Zhang Chunqiao Zong Tsung Tsung, Zong Xihua, Zhang Chang Zhang Shengyi, Dung Zong Yuanding Zhang Xuecheng Zongzheng Tsungcheng Zongzheng Zhensun Zhangsun Changsun Zhangsun Wuji Zou Tsou Zou Yang, Zou Liang, Zhao Chao Chew, Zhao Kuangyin, Zou Yan Chieu, Zhao Mingcheng Zu Tsu Zu Chongzhi Chiu Zuo Tso Zuo Si Zhen Chen Zhen Hui, Zhen Yong Zuoqiu Tsoch’iu Zuoqiu Ming Zheng Cheng Cheng, Zheng Qiao, Zheng He, Chung Zheng Banqiao The hundred surnames is one of the most popular reference Zhi Chih Zhi Dake, Zhi Shucai sources for the Han surnames. It was originally compiled by an Zhong Chung Zhong Heqing unknown author in the 10th century and later recompiled many Zhong Chung Zhong Shensi times. The current widely used version includes 503 surnames. Zhong Chung Zhong Sicheng, Zhong Xing The Pinyin index of the 503 Chinese surnames provides an access Zhongli Chungli Zhongli Zi to this great work for Western people.
    [Show full text]
  • Last Name First Name/Middle Name Course Award Course 2 Award 2 Graduation
    Last Name First Name/Middle Name Course Award Course 2 Award 2 Graduation A/L Krishnan Thiinash Bachelor of Information Technology March 2015 A/L Selvaraju Theeban Raju Bachelor of Commerce January 2015 A/P Balan Durgarani Bachelor of Commerce with Distinction March 2015 A/P Rajaram Koushalya Priya Bachelor of Commerce March 2015 Hiba Mohsin Mohammed Master of Health Leadership and Aal-Yaseen Hussein Management July 2015 Aamer Muhammad Master of Quality Management September 2015 Abbas Hanaa Safy Seyam Master of Business Administration with Distinction March 2015 Abbasi Muhammad Hamza Master of International Business March 2015 Abdallah AlMustafa Hussein Saad Elsayed Bachelor of Commerce March 2015 Abdallah Asma Samir Lutfi Master of Strategic Marketing September 2015 Abdallah Moh'd Jawdat Abdel Rahman Master of International Business July 2015 AbdelAaty Mosa Amany Abdelkader Saad Master of Media and Communications with Distinction March 2015 Abdel-Karim Mervat Graduate Diploma in TESOL July 2015 Abdelmalik Mark Maher Abdelmesseh Bachelor of Commerce March 2015 Master of Strategic Human Resource Abdelrahman Abdo Mohammed Talat Abdelziz Management September 2015 Graduate Certificate in Health and Abdel-Sayed Mario Physical Education July 2015 Sherif Ahmed Fathy AbdRabou Abdelmohsen Master of Strategic Marketing September 2015 Abdul Hakeem Siti Fatimah Binte Bachelor of Science January 2015 Abdul Haq Shaddad Yousef Ibrahim Master of Strategic Marketing March 2015 Abdul Rahman Al Jabier Bachelor of Engineering Honours Class II, Division 1
    [Show full text]
  • China's Shanzhai Entrepreneurs Hooligans Or
    China’s Shanzhai Entrepreneurs Hooligans or Heroes? 《中國⼭寨企業家：流氓抑或是英雄》 Callum Smith ⾼林著 Submitted for Bachelor of Asia Pacific Studies (Honours) The Australian National University October 2015 2 Declaration of originality This thesis is my own work. All sources used have been acknowledGed. Callum Smith 30 October 2015 3 ACKNOWLEDGEMENTS I am indebted to the many people whose acquaintance I have had the fortune of makinG. In particular, I would like to express my thanks to my hiGh-school Chinese teacher Shabai Li 李莎白 for her years of guidance and cherished friendship. I am also grateful for the support of my friends in Beijing, particularly Li HuifanG 李慧芳. I am thankful for the companionship of my family and friends in Canberra, and in particular Sandy 翟思纯, who have all been there for me. I would like to thank Neil Thomas for his comments and suggestions on previous drafts. I am also Grateful to Geremie Barmé. Callum Smith 30 October 2015 4 CONTENTS ACKNOWLEDGEMENTS ................................................................................................................................ 3 ABSTRACT ........................................................................................................................................................ 5 INTRODUCTION .............................................................................................................................................. 6 THE EMERGENCE OF A SOCIOCULTURAL PHENOMENON ...................................................................................................
    [Show full text]
  • The Best of Hangz 2019
    hou AUGUST 呈涡 The Best of Hangz 2019 TOP ALTERNATIVE BEAUTY SPOTS THE BEST CONVENIENCE STORE ICE-CREAMS TRAVEL DESTINATIONS FOR AUGUST TAKE ME Double Issue WITH YOU Inside Do you want a behind the scenes look at a print publication? Want to strengthen your social media marketing skills? Trying to improve your abilities as a writer? Come and intern at REDSTAR, where you can learn all these skills and more! Also by REDSTAR Works CONTENTS 茩嫚 08/19 REDSTAR Qingdao The Best of Qingdao o AUGUST 呈涡 oice of Qingda 2019 City The V SURFS UP! AN INSIGHT INTO THE WORLD OF SURFING COOL & FRESH, Top (Alternative) WHICH ICE LOLLY IS THE BEST? 12 TOP BEACHES BEACH UP FOR Beauty Spots SUMMER The West Lake is undoubtedly beautiful, but where else is there? Linus takes us through the best of the rest. TAKE ME WITH YOU Double Issue 郹曐暚魍妭鶯EN!0!䉣噿郹曐暚魍旝誼™摙 桹䅡駡誒!0!91:4.:311! 䉣噿壈攢鲷㣵211誑4.514!0!舽㚶㛇誑䯤 䉣墡縟妭躉棧舽叄3123.1125誑 Inside Life’s a Beach Creative Services 14 redstarworks.com Annie Clover takes us to the beach, right here in Hangzhou. Culture 28 Full Moon What exactly is the Lunar Calendar and why do we use it? Jerry answers all. Follow REDSTAR’s Ofcial WeChat to keep up-to-date with Hangzhou’s daily promotions, upcoming events and other REDSTAR/Hangzhou-related news. Use your WeChat QR scanner to scan this code. 饅燍郹曐呭昷孎惡㠬誑䯖鑫㓦椈墕桭 昦牆誤。釣䀏倀謾骼椈墕0郹曐荁饅㡊 㚵、寚棾羮孎惡怶酽怶壚䯋 Creative Team 詇陝筧䄯 Ian Burns, Teodora Lazarova, Toby Clarke, Alyssa Domingo, Jasper Zhai, David Chen, Zoe Zheng, Viola Madau, Linus Jia, Brine Taz, Alison Godwin, Features Vicent Jiang, Mika Wang, May Hao, Business Angel Dong, Wanny Leung, Penny Liu, Lim Jung Eun, Luke Yu, Athena Guo, Cool Off Jordan Coates and Fancy Fang.
    [Show full text]
  • Participant List
    Participant List 10/20/2019 8:45:44 AM Category First Name Last Name Position Organization Nationality CSO Jillian Abballe UN Advocacy Officer and Anglican Communion United States Head of Office Ramil Abbasov Chariman of the Managing Spektr Socio-Economic Azerbaijan Board Researches and Development Public Union Babak Abbaszadeh President and Chief Toronto Centre for Global Canada Executive Officer Leadership in Financial Supervision Amr Abdallah Director, Gulf Programs Educaiton for Employment - United States EFE HAGAR ABDELRAHM African affairs & SDGs Unit Maat for Peace, Development Egypt AN Manager and Human Rights Abukar Abdi CEO Juba Foundation Kenya Nabil Abdo MENA Senior Policy Oxfam International Lebanon Advisor Mala Abdulaziz Executive director Swift Relief Foundation Nigeria Maryati Abdullah Director/National Publish What You Pay Indonesia Coordinator Indonesia Yussuf Abdullahi Regional Team Lead Pact Kenya Abdulahi Abdulraheem Executive Director Initiative for Sound Education Nigeria Relationship & Health Muttaqa Abdulra'uf Research Fellow International Trade Union Nigeria Confederation (ITUC) Kehinde Abdulsalam Interfaith Minister Strength in Diversity Nigeria Development Centre, Nigeria Kassim Abdulsalam Zonal Coordinator/Field Strength in Diversity Nigeria Executive Development Centre, Nigeria and Farmers Advocacy and Support Initiative in Nig Shahlo Abdunabizoda Director Jahon Tajikistan Shontaye Abegaz Executive Director International Insitute for Human United States Security Subhashini Abeysinghe Research Director Verite
    [Show full text]
  • The Challenge of Chinese Character Acquisition
    University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Faculty Publications: Department of Teaching, Department of Teaching, Learning and Teacher Learning and Teacher Education Education 2017 The hC allenge of Chinese Character Acquisition: Leveraging Multimodality in Overcoming a Centuries-Old Problem Justin Olmanson University of Nebraska at Lincoln, [email protected] Xianquan Chrystal Liu University of Nebraska - Lincoln, [email protected] Follow this and additional works at: http://digitalcommons.unl.edu/teachlearnfacpub Part of the Bilingual, Multilingual, and Multicultural Education Commons, Chinese Studies Commons, Curriculum and Instruction Commons, Instructional Media Design Commons, Language and Literacy Education Commons, Online and Distance Education Commons, and the Teacher Education and Professional Development Commons Olmanson, Justin and Liu, Xianquan Chrystal, "The hC allenge of Chinese Character Acquisition: Leveraging Multimodality in Overcoming a Centuries-Old Problem" (2017). Faculty Publications: Department of Teaching, Learning and Teacher Education. 239. http://digitalcommons.unl.edu/teachlearnfacpub/239 This Article is brought to you for free and open access by the Department of Teaching, Learning and Teacher Education at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Faculty Publications: Department of Teaching, Learning and Teacher Education by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. Volume 4 (2017)
    [Show full text]
  • Pinyin and Chinese Children's Phonological Awareness
    Pinyin and Chinese Children’s Phonological Awareness by Xintian Du A thesis submitted in conformity with the requirements For the degree of Master of Arts Department of Curriculum, Teaching and Learning Ontario Institute of Studies in Education University of Toronto @Copyright by Xintian Du 2010 ABSTRACT Pinyin and Chinese Children’s Phonological Awareness Master of Arts 2010 Xintian Du Department of Curriculum, Teaching and Learning University of Toronto This paper critically reviewed the literature on the relationships between Pinyin and Chinese bilingual and monolingual children’s phonological awareness (PA) and identified areas of research worth of further investigation. As the Chinese Phonetic Alphabet providing pronunciation of the universal Chinese characters, Pinyin facilitates children’s early reading development. What research has found in English is that PA is a reliable indicator of later reading success and meta-linguistic training improves PA. In Chinese, a non-alphabetic language, there is also evidence that PA predicts reading in Chinese, which confirms the universality of PA’s role. However, research shows the uniqueness of each language: tonal awareness is stronger indicator in Chinese while phonemic awareness is stronger indicator in English. Moreover, Pinyin, the meta-linguistic training, has been found to improve PA in Chinese and reading in Chinese and possibly facilitate the cross-language transfer of PA from Chinese to English and vice versa. ii ACKNOWLEDGEMENTS I am heartily thankful to my supervisors Becky Chen and Normand Labrie, whose guidance and support from the initial to the final level enabled me to develop a thorough understanding of the subject and eventually complete the thesis paper.
    [Show full text]
  • Names of Chinese People in Singapore
    101 Lodz Papers in Pragmatics 7.1 (2011): 101-133 DOI: 10.2478/v10016-011-0005-6 Lee Cher Leng Department of Chinese Studies, National University of Singapore ETHNOGRAPHY OF SINGAPORE CHINESE NAMES: RACE, RELIGION, AND REPRESENTATION Abstract Singapore Chinese is part of the Chinese Diaspora.This research shows how Singapore Chinese names reflect the Chinese naming tradition of surnames and generation names, as well as Straits Chinese influence. The names also reflect the beliefs and religion of Singapore Chinese. More significantly, a change of identity and representation is reflected in the names of earlier settlers and Singapore Chinese today. This paper aims to show the general naming traditions of Chinese in Singapore as well as a change in ideology and trends due to globalization. Keywords Singapore, Chinese, names, identity, beliefs, globalization. 1. Introduction When parents choose a name for a child, the name necessarily reflects their thoughts and aspirations with regards to the child. These thoughts and aspirations are shaped by the historical, social, cultural or spiritual setting of the time and place they are living in whether or not they are aware of them. Thus, the study of names is an important window through which one could view how these parents prefer their children to be perceived by society at large, according to the identities, roles, values, hierarchies or expectations constructed within a social space. Goodenough explains this culturally driven context of names and naming practices: Department of Chinese Studies, National University of Singapore The Shaw Foundation Building, Block AS7, Level 5 5 Arts Link, Singapore 117570 e-mail: [email protected] 102 Lee Cher Leng Ethnography of Singapore Chinese Names: Race, Religion, and Representation Different naming and address customs necessarily select different things about the self for communication and consequent emphasis.
    [Show full text]
  • The Challenge of Chinese Character Acquisition: Leveraging Multimodality in Overcoming a Centuries-Old Problem
    The Emerging Learning Design Journal Volume 4 Issue 1 Article 1 February 2018 The Challenge of Chinese Character Acquisition: Leveraging Multimodality in Overcoming a Centuries-Old Problem Justin Olmanson University of Nebraska Lincoln Xianquan Liu University of Nebraska Lincoln Follow this and additional works at: https://digitalcommons.montclair.edu/eldj Part of the Instructional Media Design Commons Recommended Citation Olmanson, Justin and Liu, Xianquan (2018) "The Challenge of Chinese Character Acquisition: Leveraging Multimodality in Overcoming a Centuries-Old Problem," The Emerging Learning Design Journal: Vol. 4 : Iss. 1 , Article 1. Available at: https://digitalcommons.montclair.edu/eldj/vol4/iss1/1 This Article is brought to you for free and open access by Montclair State University Digital Commons. It has been accepted for inclusion in The Emerging Learning Design Journal by an authorized editor of Montclair State University Digital Commons. For more information, please contact [email protected]. Volume 4 (2017) pgs. 1-9 Emerging Learning http://eldj.montclair.edu eld.j ISSN 2474-8218 Design Journal The Challenge of Chinese Character Acquisition: Leveraging Multimodality in Overcoming a Centuries-Old Problem Justin Olmanson and Xianquan Liu University of Nebraska Lincoln 1400 R St, Lincoln, NE 68588 [email protected] May 23, 2017 ABSTRACT For learners unfamiliar with character-based or logosyllabic writing systems, the process of developing literacy in written Chinese poses significantly more obstacles than learning
    [Show full text]
  • NAMES: Getting Them Right
    NAMES: Getting them right Reprinted with permission from: Asian Pacific American Handbook, by The National Conference for Community and Justice (NCCJ), formerly the National Conference of Christians and Jews, 1989, by NCCJ’s LA Region. There is one simple, sure-fire way for you to ensure you get the names right, in all references, of Asian and Asian Pacific American subjects: Ask them their personal preferences. This point is especially important with new immigrants, because some may still list their names in the style of their homeland (often, family name listed first) while others may have already adopted Ameri- can usages (family name listed last). But it also is a worthwhile practice to inquire about name preferences of Asians still in Asia who have long-standing associations with this country. They-or the American media-may have adopted Anglicized usages. For example, former South Korean President Park Chung Hee (family name of Park listed first) was often named in the American press as Chung Hee Park. Most Asian Pacific Americans who have been in this country for awhile will list their names in the American style-but you should always ask the preference. Based on discussions with writers, editors and other experts, publications such as the Los Angeles Times have set their own style rules for Asian Pacific name usages. While it is important for you to know your own organization’s style, here are some general guidelines about traditional name usage in Asian Pacific cultures: Chinese - Most Chinese names consist of two parts, a family name followed by a personal name.
    [Show full text]
  • NY IME Instructions
    Selecting Simplified Input Method To type in simplified characters, click on the arrow to the right of the selected input language at the top left corner of your screen. Then select "Chinese (Simplified)" from the drop-down list that appears, as shown below. Please note that after each time you select a language, you must use your mouse to reposition your cursor inside the response box before you can begin typing. Note: You may also toggle between your selected Chinese input method and English by using the key code CTRL+SPACEBAR. IMPORTANT: Once you have selected a Chinese input language, if you press SHIFT, your keyboard will type in English until you press SHIFT again to resume Chinese input. Text Entry and Character Selection 1. Use the keyboard to type the pronunciation of the desired Chinese character in Simplified Chinese. As you type, a long window will appear with numbered character options, as shown in the example below. If you do not see the desired character in the window, type additional letters or use the mouse to click on the black arrow at the end of the window to see another set of character options. 2. If the first character shown is the desired character, press SPACEBAR to select it. To select another character, use the mouse to click on the character in the window or type the number that corresponds to the desired character. 3. The character you selected will now appear in the response box. Press ENTER or SPACEBAR to confirm the character and move the cursor forward.
    [Show full text]