References
Asia Society
(2010) Meeting the challenges: Preparing Chinese language teachers for American schools. New York: Author.Google Scholar
Borg, S.
(2003) Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching, 26 1, 81–109. CrossrefGoogle Scholar
Creswell, J. W.
(2009) Research design: Qualitative, quantitative, and mixed methods approaches. Los Angeles: Sage.Google Scholar
Crookes, G., & Chandler, P.
(2001) Introducing action research into the education of postsecondary language teachers. Foreign Language Annals, 34 1, 131–140. CrossrefGoogle Scholar
Dewey, J.
(1933) How we think: A restatement of the relation of reflective thinking to the educative process (Revised edition), Boston: D. C. Heath. Brilliant.Google Scholar
Duff, P. & Li, D.
(2004) Issues in Mandarin language instruction: Theory, research, and practice. System, 32 (3), 443–456. CrossrefGoogle Scholar
Duff, P., & Polio, C.
(1990) How much foreign language is there in the foreign language classroom? The Modern Language Journal, 74 1, 154–166. CrossrefGoogle Scholar
Haley, M. & Ferro, M.
(2012) Understanding the perceptions of Arabic and Chinese teachers toward transitioning into U.S. schools. Foreign Language Annals, 44 (2), 289–307. CrossrefGoogle Scholar
Freeman, D.
(2002) The hidden side of the work: Teacher knowledge and learning to teach. A perspective from north American educational research on teacher education in English language teaching. Language Teaching, 35 1, 1–13. CrossrefGoogle Scholar
Freeman, D., & Johnson, K.
(Eds.) (1998) Research and practice in English language teacher education. TESOL Quarterly, 3 1, 397–417. CrossrefGoogle Scholar
Huang, N., He, B. & Hu, W.
(2015) Chinese pedagogical grammar. Beijing University Press, Beijing.Google Scholar
Jarvis, J.
(1992) Using diaries for teacher reflection on in-services courses. ELT Journal. 46 (2), 133–143. CrossrefGoogle Scholar
Jin, H., Xue, L., Yang, Y., & Zhou, L. Z.
(2016) The Routledge advanced language training course for K-16 non-native Chinese teachers. Milton Park, Abingdon, Oxon: Routledge. CrossrefGoogle Scholar
Johnson, K.
(1994) The emerging beliefs and instructional practices of preservice English as a second language teachers. Teaching and Teacher Education, 10 1, 439–452. CrossrefGoogle Scholar
Kagan, D.
(1992) Implications of research on teacher beliefs. Educational Psychologist, 27 (1), 65–90. CrossrefGoogle Scholar
Kennedy, M.
(1997) The connection between research and practice. Educational Research, 26 1, 4–12. CrossrefGoogle Scholar
Kissau, S. P., Algozzine, B., & Yon, M.
(2012) Similar but different: The beliefs of foreign language teachers. Foreign Language Annals, 45 1, 580–598. CrossrefGoogle Scholar
Kissau, S. P., Yon, M., & Algozzine, B.
(2011) The beliefs and behaviors of international and domestic foreign language teachers. Journal of the National Council of Less Commonly Taught Languages, 10 1, 21–56.Google Scholar
Lantolf, J., & Genung, P.
(2002) “I’d rather switch than fight”: An activity-theoretic study of power, success, and failure in a foreign language. In C. Kramsch (Ed.), Language acquisition and language socialization: Ecological perspectives (pp. 175–195). London: Continuum.Google Scholar
Lü, C. & Lavadenz, M.
(2014) Chinese K-12 language teachers’ beliefs and practices. Foreign Language Annals, 47 1, 630–652. CrossrefGoogle Scholar
Lyster, R. & Ranta, L.
(1997) Corrective feedback and learner uptake: Negotiation of form in communicative classrooms. Studies in Second Language Acquisition, 19 1, 37–66. CrossrefGoogle Scholar
McDonough, D.
(2006) Action research and the professional development of graduate teaching assistants. The Modern Language Journa l, 90 (1), 33–47. CrossrefGoogle Scholar
Miles, M. B., & Huberman, A. M.
(1994) Qualitative data analysis: A sourcebook. Beverly Hills: Sage Publications.Google Scholar
Nassaji, H.
(2012) The relationship between SLA research and language pedagogy: Teachers’ perspectives. Language Teaching Research, 16 (3), 337–365. CrossrefGoogle Scholar
Skehan, P.
(1996) A framework for the implementation of task-based instruction. Applied Linguistics, 17 1, 38–62. CrossrefGoogle Scholar
Schön, D.
(1983) The reflective practitioner: How professionals think in action. New York: Basic Books, Inc.Google Scholar
Störch, N.
(2002) Patterns of interaction in ESL pair work. Language Learning, 52 (1), 119–158. CrossrefGoogle Scholar
Swain, M. & Lapkin, S.
(2001) Focus on form through collaborative dialogue: Exploring task effects. In Bygate, M., Skehan, P. & Swain, M. (Eds.), Researching pedagogic tasks: Second language learning, teaching and testing (pp. 99–118). Harlow, England: Pearson Education.Google Scholar
Thorne, C. & Qiang, W.
(1996) Action research in language teacher education. ETL Journal, 50 (3), 254–262.Google Scholar
Tsui, A. B. M.
(2011) Teacher Education and Teacher Development. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (Vol. II1, pp. 21–39). New York & London: Routledge.Google Scholar
Vasquez, C. & Harvey, J.
(2010) Raising teachers’ awareness about corrective feedback through research replication. Language Teaching Research, 14 (4), 421–443. CrossrefGoogle Scholar
Walqui, A.
(2001) Accomplished teaching with English learners: A conceptualization of teacher expertise. Multilingual Education, 1 1, 51–55.Google Scholar
Wang, S. C.
(2012) Sustaining the rapidly expanding Chinese language field. Journal of the Chinese Language Teachers Association, 47 (3), 19–41.Google Scholar
Yuan, F.
(2012) Task conditions and writing genres on quantity and quality of second language writing in Chinese (任务条件和写作形式对汉语二语写作质量和数量的影响). Taiwan Journal of Chinese as a Second Language, 4 ,1, 33–50.Google Scholar
(2014) Focused dictogloss, peer collaboration, and guided reconstruction – A case of time expressions in L2 Chinese. In N. Jiang (Ed.), Advances in Chinese as a second language: Acquisition and processing (pp. 130–151). London: Cambridge Scholars Publishing.Google Scholar
(2015) 从课堂语篇研究看汉语二语课堂构架特点 (Discourse process and interaction patterns in L2 Chinese Classrooms). Journal of the Chinese Language Teachers Association, 50 (3), 125–139.Google Scholar
(2018) Form-focused instruction and task-based language teaching in Chinese as a second language. In C. Ke (Ed.), The Routledge handbook of Chinese second language acquisition (pp. 415–431). New York: Routledge. CrossrefGoogle Scholar
Yue, Y.
(2017) Teaching in Chinese K-12 schools in the United States: What are the challenges? Foreign Language Annals, 50 1, 601–620. CrossrefGoogle Scholar
Cited by

Cited by 1 other publications

Zhang, Shenglan
2021. A systematic review of pedagogical research on teaching Chinese as a foreign language in the United States – from 1960 to 2020. Chinese as a Second Language Research 10:2  pp. 207 ff. Crossref logo

This list is based on CrossRef data as of 22 october 2022. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.