Abstract
This chapter provides implications to consider in the development of second-language (L2) English literacy for pre- and primary, secondary, and tertiary learners in mainland China, Hong Kong, Macau, and Taiwan. Reflection on the chapters in this volume suggest the importance of (1) enhancing literacy instruction with a focus on lexical knowledge and focused feedback practices, (2) developing content knowledge for reading comprehension, (3) using assignment design as a way to promote extensive language practice outside the classroom, (4) giving attention to writing assessment, (5) allocating attention to different aspects of reading and writing programs, (6) becoming aware of cultural knowledge and norms associated with literate language use, (7) fostering thinking skills, and (8) adopting appropriate policies for developing language skills.
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Teng, M.F., Reynolds, B.L. (2019). English Foreign and Second Language Literacy Instruction for Chinese Speakers: Future Directions and Implications. In: Reynolds, B.L., Teng, M.F. (eds) English Literacy Instruction for Chinese Speakers. Palgrave Macmillan, Singapore. https://doi.org/10.1007/978-981-13-6653-6_22
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DOI: https://doi.org/10.1007/978-981-13-6653-6_22
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