English Literacy Instruction for Chinese Speakers

Barry Lee Reynolds is Assistant Professor of English Education in the Faculty of Education at the University of Macau, Macau SAR, China. His extensive list of over 50 publications includes journal articles, book chapters, book reviews, conference papers, and edited books. He has taught EGP, EAP, ESP and trained language teachers in the USA, Taiwan, and Macau.Mark Feng Teng is a PhD candidate in Hong Kong Baptist University, Hong Kong SAR, China. His professional interests include writing, vocabulary, and identity research. He has published over 40 articles in international flagship journals, including TESOL Quarterly, Applied Linguistics, and Language Teaching Research, among others. Currently, he is serving as a guest editor for several international journals.

• INTRODUCTION.- English foreign and second language literacy development in Chinese Speaking Asia: What do we know?.- PART 1: ENGLISH LITERACY INSTRUCTION FOR PRE-PRIMARY AND PRIMARY EDUCATION.- Developing a school-based reading program for lower-grade primary learners: The case of a primary school in Hong Kong.- Measuring the vocabulary knowledge of Hong Kong primary school second language learners through word associations: Implications for reading literacy.- Second language literacy instruction for pre-primary learners in Hong Kong: Using stories, songs, and games.- The effectiveness of tailor-made content and language integrated learning materials for Taiwanese primary school students’ literacy development.- English literacy instruction in Macau primary education: What can we learn from the Award Scheme on Instructional Design?.- PART II: ENGLISH LITERACY INSTRUCTION FOR SECONDARY EDUCATION.- English literacy development in Mainland Chinese secondary English classrooms: Pedagogical recommendations for enhancing formulaic language.- Spaced multi-draft composing and feedback in Mainland Chinese English as a foreign language secondary school writing literacy.- Evolution of writing assessment in Hong Kong secondary schools: Policy, practice, and implications for literacy development.- Developing thinking skills in English literacy instruction in Taiwanese secondary schools: Teachers’ perspectives.- Literacy skills education from the perspective of English as a Lingua Franca: A case study on Taiwanese students’ secondary English language education experience.- Teaching reading in the Macau secondary English classroom: Some critical issues to consider.- PART III: ENGLISH LITERACY INSTRUCTION FOR TERTIARY EDUCATION.- Critical investigation of intercultural communication instruction: Building mainland Chinese university students’ critical language awareness and intercultural literacy.- Innovating English literacy instruction: A writing center at a Chinese university.- Developing second language literacy: Taiwanese college students’ error types in focused feedback effectiveness.- Hong Kong college students’ perceptions of continuous assessment in the context of academic literacy instruction.- A longitudinal study of second language literacy instruction through assignment design at the university of Macau.- PART IV: EDUCATION POLICY TOWARDS ENGLISH LITERACY INSTRUCTION.- Language tug-of-war: When English literacy education encounters the national matriculation English test policy in mainland China.- The “biliterate and trilingual” policy in Hong Kong primary school education.- Moving towards content-integrated English literacy instruction in Taiwan: Perspectives from stakeholders.- An examination of language planning and policy: Implications for language and literacy education in the Macau education system.-CONCLUSION.- English foreign and second language literacy instruction in Chinese speaking Asia: Future directions and implications.