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【书名】：A History of the Chinese Language (2nd ed.)

【作者】：Hongyuan Dong

【年份】：2021年

【出版社】：Routledge

【简介】：乔治华盛顿大学董红源老师的汉语史第二版

A History of the Chinese Language provides a comprehensive introduction to the historical development of the Chinese language from its Proto-Sino-Tibetan roots in prehistoric times to Modern Standard Chinese. Taking a highly accessible and balanced approach, it presents a chronological survey of the various stages of the Chinese language, covering key aspects such as phonology, syntax, and semantics.

The second edition presents a revised and updated version that reflects recent scholarship in Chinese historical linguistics and new developments in related disciplines.

Features include:

• Coverage of the major historical stages in Chinese language development, such as Old Chinese, Middle Chinese, Early Modern Chinese, and Modern Standard Chinese.
• Treatment of core linguistic aspects of the Chinese language, including phonological changes, grammatical development, lexical evolution, vernacular writing, the Chinese writing system, and Chinese dialects.
• Inclusion of authentic Chinese texts throughout the book, presented within a rigorous framework of linguistic analysis to help students to build up critical and evaluative skills and acquire valuable cultural knowledge.
• Integration of materials from different disciplines, such as archaeology, genetics, history, and sociolinguistics, to highlight the cultural and social background of each period of the language.

Written by a highly experienced instructor, A History of the Chinese Language will be an essential resource for students of Chinese language and linguistics and for anyone interested in the history and culture of China.

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【书名】：Multilingualism and Translanguaging in Chinese Language Classrooms

【出版社】：Springer

【年份】：2019年

【简介】：This book presents new research on Chinese as a Second Language (CSL) teaching from an ethnographic classroom study on classroom translanguaging practices that highlights the policy and pedagogical implications of adopting a creative and principled multilingual approach. Drawing on a case study from Hong Kong, it analyses naturally observed language patterns in CSL classrooms and the attitudes of students and teachers towards prescribed classroom language policies, and thereby demonstrates the importance of mixing Chinese, English and students’ home languages to achieve successful second language learning. It discusses the nature and guiding principles for classroom translanguaging research and provides research tools that will enable second language teachers to examine their own language practices. The author argues persuasively that second language teaching practices and policies must reflect the current reality of language use and the diverse learning needs of multilingual students. This book will appeal to teacher educators and researchers in fields such as second language acquisition, foreign language teaching and language policy.

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