This chapter compares and contrasts the curriculum, pedagogy, instructional materials, and extrac... more This chapter compares and contrasts the curriculum, pedagogy, instructional materials, and extracurricular activities in a community-based CHL school and a Chinese-English DLI program in a southeast state of the US to discern how each is promoting Chinese immigrant children's heritage language and cultural learning. The author also explored how each school was supported by the local community. The result of this study indicates that the curriculum of the community-based CHL school was more focusing on teaching heritage culture as well as the reading and writing of Chinese words. In the Chinese-English DLI program, its cultural study curriculum in the social studies classes was more focused on the US citizenship education. However, in the social studies classes, teachers in the DLI program were able to integrate more Chinese literacy learning activities into the subject content instruction.
Advances in educational technologies and instructional design book series, 2019
This chapter compares and contrasts the curriculum, pedagogy, instructional materials, and extrac... more This chapter compares and contrasts the curriculum, pedagogy, instructional materials, and extracurricular activities in a community-based CHL school and a Chinese-English DLI program in a southeast state of the US to discern how each is promoting Chinese immigrant children's heritage language and cultural learning. The author also explored how each school was supported by the local community. The result of this study indicates that the curriculum of the community-based CHL school was more focusing on teaching heritage culture as well as the reading and writing of Chinese words. In the Chinese-English DLI program, its cultural study curriculum in the social studies classes was more focused on the US citizenship education. However, in the social studies classes, teachers in the DLI program were able to integrate more Chinese literacy learning activities into the subject content instruction.
This case study explores an important type of additive bilingual education program in the US-the ... more This case study explores an important type of additive bilingual education program in the US-the two-way dual language immersion (DLI) program in a public school. The additive bilingual education program has become popular in recent years because it aims to promote bilingualism and biliteracy. It not only develops students' English language skills, which is no doubt essential for students' academic and professional development in the future, but also preserves and develops students' home or heritage language skills which considers language minority students' cultural identity and family ethnic background. However, this study indicates that the benefits of DLI program are more than simply maintaining heritage language students' heritage language and culture. The values of the DLI program also include promoting all students' (including both heritage language students and non-heritage language students) understanding toward diverse cultures in the classroom, sch...
Research Anthology on Preparing School Administrators to Lead Quality Education Programs, 2021
This chapter compares and contrasts the curriculum, pedagogy, instructional materials, and extrac... more This chapter compares and contrasts the curriculum, pedagogy, instructional materials, and extracurricular activities in a community-based CHL school and a Chinese-English DLI program in a southeast state of the US to discern how each is promoting Chinese immigrant children's heritage language and cultural learning. The author also explored how each school was supported by the local community. The result of this study indicates that the curriculum of the community-based CHL school was more focusing on teaching heritage culture as well as the reading and writing of Chinese words. In the Chinese-English DLI program, its cultural study curriculum in the social studies classes was more focused on the US citizenship education. However, in the social studies classes, teachers in the DLI program were able to integrate more Chinese literacy learning activities into the subject content instruction.
Second International Handbook of Urban Education, 2017
The decades after 1979 have been the golden age for the Chinese economy. With the rapid developme... more The decades after 1979 have been the golden age for the Chinese economy. With the rapid development of the export industry, the GDP of China has experienced continuous growth from 261 billion US dollars in 1979 to 10,361 billion US dollar in 2014. This “miracle” was largely due to the contributions of the Chinese low-cost surplus labor forces from the rural area, as well as the continuous implementation of the Reform and Opening-up Policy since Deng Xiao Ping’s era. Of particular importance is that the internal migrant workers mainly power the growth of Chinese export industry and Chinese GDP. Many internal migrant workers also brought their children (the migrant children) to the cities with them due to the severe poverty and safety issues as well as problems to find adequate child care and other difficulties in the rural areas they left. This chapter analyzes the education issues of internal migrant children in the urban area of China.
Handbook of Research on Assessment Practices and Pedagogical Models for Immigrant Students, 2019
This chapter compares and contrasts the curriculum, pedagogy, instructional materials, and extrac... more This chapter compares and contrasts the curriculum, pedagogy, instructional materials, and extracur-ricular activities in a community-based CHL school and a Chinese-English DLI program in a southeast state of the US to discern how each is promoting Chinese immigrant children's heritage language and cultural learning. The author also explored how each school was supported by the local community. The result of this study indicates that the curriculum of the community-based CHL school was more focusing on teaching heritage culture as well as the reading and writing of Chinese words. In the Chinese-English DLI program, its cultural study curriculum in the social studies classes was more focused on the US citizenship education. However, in the social studies classes, teachers in the DLI program were able to integrate more Chinese literacy learning activities into the subject content instruction.
the Book of Lord Shang(商君书) is one of the fundamental texts of early Chinese political thought, a... more the Book of Lord Shang(商君书) is one of the fundamental texts of early Chinese political thought, a rich repository of bold and novel with highly controversial ideas about state-society relations, historical evolution and human nature. The Book is also attributed to Shang Yang(商鞅) who was also known as Gongsun Yang (公孙秧) or Lord of Shang(商君) and who was the singularly successful political practitioner whose reforms propelled the State of Qin to the supremacy in the world of the Warring States(453-221 BC). The book’s vision of empowering the state by establishing total control over its materials and human resources had a lasting impact on Chinese statesmen. As the earliest work to advocate the policy of “enriching the state and strengthening the army”, the Book of Lord Shang was an important text for supporters of state’s socioeconomic and military activism throughout China’s long imperial history and well into the twentieth century. This paper not only briefly analyzes the major components of the Book of Lord Shang and Chinese legalist thoughts but also analyzes how do such Chinese legalist thoughts influence the ways of governing of different Chinese dynasties and Chinese government of today.
This research focuses on the literary works written by a Taiwanese journalist and novelist-Wu Zhu... more This research focuses on the literary works written by a Taiwanese journalist and novelist-Wu Zhuo-liu(吴浊流) (1900-1976). Wu was born in 1900 in Shinchiku (新竹) in Taiwan during Japanese colonial period (1895-1945). He was educated by both Chinese homeschool in his home village and Japanese-style public schools. He was later admitted to the “Taiwan Governor’s Office Mandarin School and he visited Japan in 1919 for the first time on a school trip. He graduated from “Governor’s Office School'' in 1920 and became a teacher in the public schools. He also visited and worked in mainland China for 19 months. As a renown Taiwanese writer bridging the period of Japanese-ruled Taiwan and post Second World War Taiwan, his typical education, work, travel and life experience was also reflected in his literary works. His literacy works not only become a chronicle of Japanese colonial and Post-War Taiwanese history, but also describe identity struggles of the Taiwanese people during the Japanese Colonial and Post Second World War Period. By analyzing and contextualizing Wu’s literacy works, it will further help researchers understand the process of the formation of the unique Taiwanese identity, Taiwanese people’s self-awareness(台灣意識) as well as understand how Taiwanese people fought for freedom and democracy and finally made Taiwan a modern mature democracy of the world. Taiwan is a beacon of democracy in the Chinese-speaking world and Taiwan’s embrace of democracy shows a better path for all the Chinese people.
This study compares and contrasts Chinese education in two typical multicultural and multiethnic ... more This study compares and contrasts Chinese education in two typical multicultural and multiethnic countries in the world - Malaysia and US. Both countries have a large number of Chinese ethnic population, however, the status of Chinese language and culture in two countries was different. In the US, retaining Chinese language and culture for the second and beyond generation Chinese immigrants was largely considered to be a failed mission and Chinese heritage language loss seemed inevitable, while in Malaysia, the Chinese ethnic groups successfully maintained its heritage language and culture in the K-12 schools’ system and mainstream society. This study explores reasons why the Chinese ethnic groups in Malaysia did a relatively better job in retaining their Chinese ethnic language and culture in the Malaysian K-12 school system while Chinese immigrants in the US often failed to do so. The result of this study indicates that political engagement and political influence of immigrants’ communities in their destination country played a crucial role in sustaining their heritage language and culture in the school system and mainstream society of their destination country.
This chapter compares and contrasts the curriculum, pedagogy, instructional materials, and extrac... more This chapter compares and contrasts the curriculum, pedagogy, instructional materials, and extracurricular activities in a community-based CHL school and a Chinese-English DLI program in a southeast state of the US to discern how each is promoting Chinese immigrant children's heritage language and cultural learning. The author also explored how each school was supported by the local community. The result of this study indicates that the curriculum of the community-based CHL school was more focusing on teaching heritage culture as well as the reading and writing of Chinese words. In the Chinese-English DLI program, its cultural study curriculum in the social studies classes was more focused on the US citizenship education. However, in the social studies classes, teachers in the DLI program were able to integrate more Chinese literacy learning activities into the subject content instruction.
Advances in educational technologies and instructional design book series, 2019
This chapter compares and contrasts the curriculum, pedagogy, instructional materials, and extrac... more This chapter compares and contrasts the curriculum, pedagogy, instructional materials, and extracurricular activities in a community-based CHL school and a Chinese-English DLI program in a southeast state of the US to discern how each is promoting Chinese immigrant children's heritage language and cultural learning. The author also explored how each school was supported by the local community. The result of this study indicates that the curriculum of the community-based CHL school was more focusing on teaching heritage culture as well as the reading and writing of Chinese words. In the Chinese-English DLI program, its cultural study curriculum in the social studies classes was more focused on the US citizenship education. However, in the social studies classes, teachers in the DLI program were able to integrate more Chinese literacy learning activities into the subject content instruction.
This case study explores an important type of additive bilingual education program in the US-the ... more This case study explores an important type of additive bilingual education program in the US-the two-way dual language immersion (DLI) program in a public school. The additive bilingual education program has become popular in recent years because it aims to promote bilingualism and biliteracy. It not only develops students' English language skills, which is no doubt essential for students' academic and professional development in the future, but also preserves and develops students' home or heritage language skills which considers language minority students' cultural identity and family ethnic background. However, this study indicates that the benefits of DLI program are more than simply maintaining heritage language students' heritage language and culture. The values of the DLI program also include promoting all students' (including both heritage language students and non-heritage language students) understanding toward diverse cultures in the classroom, sch...
Research Anthology on Preparing School Administrators to Lead Quality Education Programs, 2021
This chapter compares and contrasts the curriculum, pedagogy, instructional materials, and extrac... more This chapter compares and contrasts the curriculum, pedagogy, instructional materials, and extracurricular activities in a community-based CHL school and a Chinese-English DLI program in a southeast state of the US to discern how each is promoting Chinese immigrant children's heritage language and cultural learning. The author also explored how each school was supported by the local community. The result of this study indicates that the curriculum of the community-based CHL school was more focusing on teaching heritage culture as well as the reading and writing of Chinese words. In the Chinese-English DLI program, its cultural study curriculum in the social studies classes was more focused on the US citizenship education. However, in the social studies classes, teachers in the DLI program were able to integrate more Chinese literacy learning activities into the subject content instruction.
Second International Handbook of Urban Education, 2017
The decades after 1979 have been the golden age for the Chinese economy. With the rapid developme... more The decades after 1979 have been the golden age for the Chinese economy. With the rapid development of the export industry, the GDP of China has experienced continuous growth from 261 billion US dollars in 1979 to 10,361 billion US dollar in 2014. This “miracle” was largely due to the contributions of the Chinese low-cost surplus labor forces from the rural area, as well as the continuous implementation of the Reform and Opening-up Policy since Deng Xiao Ping’s era. Of particular importance is that the internal migrant workers mainly power the growth of Chinese export industry and Chinese GDP. Many internal migrant workers also brought their children (the migrant children) to the cities with them due to the severe poverty and safety issues as well as problems to find adequate child care and other difficulties in the rural areas they left. This chapter analyzes the education issues of internal migrant children in the urban area of China.
Handbook of Research on Assessment Practices and Pedagogical Models for Immigrant Students, 2019
This chapter compares and contrasts the curriculum, pedagogy, instructional materials, and extrac... more This chapter compares and contrasts the curriculum, pedagogy, instructional materials, and extracur-ricular activities in a community-based CHL school and a Chinese-English DLI program in a southeast state of the US to discern how each is promoting Chinese immigrant children's heritage language and cultural learning. The author also explored how each school was supported by the local community. The result of this study indicates that the curriculum of the community-based CHL school was more focusing on teaching heritage culture as well as the reading and writing of Chinese words. In the Chinese-English DLI program, its cultural study curriculum in the social studies classes was more focused on the US citizenship education. However, in the social studies classes, teachers in the DLI program were able to integrate more Chinese literacy learning activities into the subject content instruction.
the Book of Lord Shang(商君书) is one of the fundamental texts of early Chinese political thought, a... more the Book of Lord Shang(商君书) is one of the fundamental texts of early Chinese political thought, a rich repository of bold and novel with highly controversial ideas about state-society relations, historical evolution and human nature. The Book is also attributed to Shang Yang(商鞅) who was also known as Gongsun Yang (公孙秧) or Lord of Shang(商君) and who was the singularly successful political practitioner whose reforms propelled the State of Qin to the supremacy in the world of the Warring States(453-221 BC). The book’s vision of empowering the state by establishing total control over its materials and human resources had a lasting impact on Chinese statesmen. As the earliest work to advocate the policy of “enriching the state and strengthening the army”, the Book of Lord Shang was an important text for supporters of state’s socioeconomic and military activism throughout China’s long imperial history and well into the twentieth century. This paper not only briefly analyzes the major components of the Book of Lord Shang and Chinese legalist thoughts but also analyzes how do such Chinese legalist thoughts influence the ways of governing of different Chinese dynasties and Chinese government of today.
This research focuses on the literary works written by a Taiwanese journalist and novelist-Wu Zhu... more This research focuses on the literary works written by a Taiwanese journalist and novelist-Wu Zhuo-liu(吴浊流) (1900-1976). Wu was born in 1900 in Shinchiku (新竹) in Taiwan during Japanese colonial period (1895-1945). He was educated by both Chinese homeschool in his home village and Japanese-style public schools. He was later admitted to the “Taiwan Governor’s Office Mandarin School and he visited Japan in 1919 for the first time on a school trip. He graduated from “Governor’s Office School'' in 1920 and became a teacher in the public schools. He also visited and worked in mainland China for 19 months. As a renown Taiwanese writer bridging the period of Japanese-ruled Taiwan and post Second World War Taiwan, his typical education, work, travel and life experience was also reflected in his literary works. His literacy works not only become a chronicle of Japanese colonial and Post-War Taiwanese history, but also describe identity struggles of the Taiwanese people during the Japanese Colonial and Post Second World War Period. By analyzing and contextualizing Wu’s literacy works, it will further help researchers understand the process of the formation of the unique Taiwanese identity, Taiwanese people’s self-awareness(台灣意識) as well as understand how Taiwanese people fought for freedom and democracy and finally made Taiwan a modern mature democracy of the world. Taiwan is a beacon of democracy in the Chinese-speaking world and Taiwan’s embrace of democracy shows a better path for all the Chinese people.
This study compares and contrasts Chinese education in two typical multicultural and multiethnic ... more This study compares and contrasts Chinese education in two typical multicultural and multiethnic countries in the world - Malaysia and US. Both countries have a large number of Chinese ethnic population, however, the status of Chinese language and culture in two countries was different. In the US, retaining Chinese language and culture for the second and beyond generation Chinese immigrants was largely considered to be a failed mission and Chinese heritage language loss seemed inevitable, while in Malaysia, the Chinese ethnic groups successfully maintained its heritage language and culture in the K-12 schools’ system and mainstream society. This study explores reasons why the Chinese ethnic groups in Malaysia did a relatively better job in retaining their Chinese ethnic language and culture in the Malaysian K-12 school system while Chinese immigrants in the US often failed to do so. The result of this study indicates that political engagement and political influence of immigrants’ communities in their destination country played a crucial role in sustaining their heritage language and culture in the school system and mainstream society of their destination country.
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Papers by Shizhan Yuan
export industry and Chinese GDP. Many internal migrant workers also brought their children (the migrant children) to the cities with them due to the severe poverty and safety issues as well as problems to find adequate child care and other difficulties in the rural areas they left. This chapter analyzes the education issues of internal migrant children in the urban area of China.
Drafts by Shizhan Yuan
export industry and Chinese GDP. Many internal migrant workers also brought their children (the migrant children) to the cities with them due to the severe poverty and safety issues as well as problems to find adequate child care and other difficulties in the rural areas they left. This chapter analyzes the education issues of internal migrant children in the urban area of China.