Multi-literacy and the Use of Animated Narratives in the Development of an Integrated Chinese Language Curriculum

Author: Ching-Hsien Hsu(Center of Teacher Education,Fu Jen Catholic University)

Vol.&No.：Vol. 51, No.1&2
Date：October 2006
Pages：55-77
DOI：10.6210/JNTNULL.2006.51.04

Abstract：

The purpose of this paper is to describe and analyze, by means of collaborative inquiry, the results of a Chinese language curriculum development project. More specifically, the researchers were concerned with the possibility of using animated narratives and other multi-media applications in designing an integrated Chinese Language curriculum. Our research shows that the use of a narrative curriculum produces positive results in reading comprehension, the use of reading strategies, the improvement of multi-literacy skills, and the ability to share life experiences in Chinese. In addition, collaborative inquiry as a mode of interaction is highly recommended for cooperative efforts involving college experts and classroom practitioners in the future.

Keywords：collaborative inquiry, multi-literacy, narrative curriculum, curriculum integration for Chinese language courses

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