3.8.3 Unterrichtspraxis Chinesisch an Primarschulen

3.8.3 Unterrichtspraxis Chinesisch an Primarschulen

  • Berg, Christine (2014): Bericht 4. Norddeutsches Chinesischlehrertreffen. In: CHUN – Chinesischunterricht 29, S. 107–109.
  • Harbon, Lesley; Fielding, Ruth; Liang, Jianlian (2016): The Innovation and Challenge of a Content and Language Integrated Learning Approach to CFL in One Australian Primary School. In: Robyn Moloney und Hui Ling Xu (Hg.): Exploring Innovative Pedagogy in the Teaching and Learning of Chinese as a Foreign Language: Springer Singapore (Multilingual Education), S. 193–211.
  • Huang J. (2003): Chinese as a foreign language in Canada: A content-based programme for elementary school. In: Language, Culture & Curriculum 16 (1), S. 70–89.
  • Kultusministerkonferenz (Hg.) (2008): Chinesisch an Schulen in Deutschland. Bonn: KMK.
  • Kultusministerkonferenz (Hg.) (2011): Chinesisch an Schulen in Deutschland. Ergänzung 2011. Bonn: PAD.
  • Meschede, Siegfried (2003): Interkulturelle Erziehungsarbeit an der Deutschen Schule Peking. In: Renate Fu-sheng Franke und Wolfgang Mitter (Hg.): Das Bildungswesen in China. Reform und Tranformation. Köln: Böhlau, S. 227–231.
  • Moloney, Robyn; Xu, Hui Ling (2018): Teaching and Learning Chinese in Schools. Case Studies in Quality Language Education. Cham: Springer International Publishing.
  • Stanik, Dieter (2002): „Wir werden immer größer…“: die Deutsche Schule Shanghai – Entwicklung und Perspektiven. In: Der deutsche Lehrer im Ausland 49 (3), S. 188–194.
  • Wen, Yun (2019): Computer-supported collaborative Chinese second language learning. Beyond brainstorming. Singapore: Springer (Chinese Language Learning Sciences).
  • Wu, Sue-mei (2017): Robust Learning for Chinese Heritage Learners: Motivation, Linguistics and Technology. In: Kimi Kondo-Brown und James Dean Brown (Hg.): Teaching Chinese, Japanese, and Korean Heritage Language Students. Curriculum Needs, Materials, and Assessment: Routledge, S. 271–289.
  • Xu, Mengqiao (2009): An investigation of the effectiveness of intelligent elaborative feedback afforded by pedagogical agents on improving young Chinese language learners‘ vocabulary acquisition. Dissertation. Northern Illinois University, De Kalb, IL.
  • Yuan, Fangyuan; Li, Shuai (Hg.) (2019): Classroom Research on Chinese as a Second Language: Routledge. Online verfügbar unter https://www.taylorfrancis.com/books/e/9780203709740.