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The Roles of Pinyin Skill in English-Chinese Biliteracy Learning: Evidence From Chinese Immersion Learners.

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Title: The Roles of Pinyin Skill in English-Chinese Biliteracy Learning: Evidence From Chinese Immersion Learners.
Authors: Lü, Chan1
Source: Foreign Language Annals. Summer2017, Vol. 50 Issue 2, p306-322. 17p.
Subject Terms: *Comprehension, *Consonants, Pinyin romanization, Mandarin dialects, Literature
Abstract: Pinyin is a sound-annotating system for Chinese characters using Roman letters. Teaching and learning Pinyin has been an important educational practice in Mainland China for native Chinese children, and it is also typically taught to beginning learners of Chinese as a foreign/second language in tertiary-level classrooms. However, whether it should be taught to nonnative children who are studying Chinese as a second language has been controversial. This study examined the roles of Pinyin skill in Chinese-English biliteracy learning among a group of second-grade learners in a Chinese immersion program across one academic year and found that Pinyin facilitates subsequent Chinese word reading at no cost to students' English literacy learning. Results are discussed in the context of learning Chinese as a nonnative language among young learners in school settings. Implications for teaching Chinese reading, curriculum, and material design, especially for Chinese immersion programs, are discussed. [ABSTRACT FROM AUTHOR]
Copyright of Foreign Language Annals is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Pinyin is a sound-annotating system for Chinese characters using Roman letters. Teaching and learning Pinyin has been an important educational practice in Mainland China for native Chinese children, and it is also typically taught to beginning learners of Chinese as a foreign/second language in tertiary-level classrooms. However, whether it should be taught to nonnative children who are studying Chinese as a second language has been controversial. This study examined the roles of Pinyin skill in Chinese-English biliteracy learning among a group of second-grade learners in a Chinese immersion program across one academic year and found that Pinyin facilitates subsequent Chinese word reading at no cost to students' English literacy learning. Results are discussed in the context of learning Chinese as a nonnative language among young learners in school settings. Implications for teaching Chinese reading, curriculum, and material design, especially for Chinese immersion programs, are discussed. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Foreign Language Annals is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1111/flan.12269
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        Text: English
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      – SubjectFull: Consonants
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      – SubjectFull: Pinyin romanization
        Type: general
      – SubjectFull: Mandarin dialects
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      – SubjectFull: Literature
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      – TitleFull: The Roles of Pinyin Skill in English-Chinese Biliteracy Learning: Evidence From Chinese Immersion Learners.
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              Text: Summer2017
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