Chan Lü is Assistant Professor of Chinese Language and Linguistics in Department of Asian Languages and Literature at the University of Washington, USA.

“Her book is an excellent resource for many stakeholders – including, but not limited to, language researchers, teachers, and programme designers or directors.” (Yi Wang, Journal of Multilingual and Multicultural Development, November 2, 2021)“This study brings together current research on cross-language literacy learning and a report from the implementation of a Chinese as second language (L2) immersion teaching program. … Especially useful to teachers … .” (Norbert Francis, Applied Linguistics, May 11, 2019)

• Chapter 1: Introduction.- Chapter 2: One-way Immersion and Mandarin Immersion in the United States.- Chapter 3: Theoretical framework, literature review, and the current project.- Chapter 4: Pacific Elementary School.- Chapter 5: Chinese language, orthography, and learning to read.- Chapter 6: Properties of School Chinese.- Chapter 7: Oral language, phonological awareness, word reading and passage reading comprehension in Grade 2.- Chapter 8: Morphological awareness, vocabulary knowledge, lexical inference and text comprehension in Chinese in Grade 3.- Chapter 9: Implications for Chinese literacy learning and instruction in Chinese OWI programs: A proposal.- Chapter 10: Recommendation for program-level practices and future research agenda.

Chan Lü is Assistant Professor of Chinese Language and Linguistics in Department of Asian Languages and Literature at the University of Washington, USA.

“Her book is an excellent resource for many stakeholders – including, but not limited to, language researchers, teachers, and programme designers or directors.” (Yi Wang, Journal of Multilingual and Multicultural Development, November 2, 2021)“This study brings together current research on cross-language literacy learning and a report from the implementation of a Chinese as second language (L2) immersion teaching program. … Especially useful to teachers … .” (Norbert Francis, Applied Linguistics, May 11, 2019)

• Chapter 1: Introduction.- Chapter 2: One-way Immersion and Mandarin Immersion in the United States.- Chapter 3: Theoretical framework, literature review, and the current project.- Chapter 4: Pacific Elementary School.- Chapter 5: Chinese language, orthography, and learning to read.- Chapter 6: Properties of School Chinese.- Chapter 7: Oral language, phonological awareness, word reading and passage reading comprehension in Grade 2.- Chapter 8: Morphological awareness, vocabulary knowledge, lexical inference and text comprehension in Chinese in Grade 3.- Chapter 9: Implications for Chinese literacy learning and instruction in Chinese OWI programs: A proposal.- Chapter 10: Recommendation for program-level practices and future research agenda.

Chan Lü is Assistant Professor of Chinese Language and Linguistics in Department of Asian Languages and Literature at the University of Washington, USA.

“Her book is an excellent resource for many stakeholders – including, but not limited to, language researchers, teachers, and programme designers or directors.” (Yi Wang, Journal of Multilingual and Multicultural Development, November 2, 2021)“This study brings together current research on cross-language literacy learning and a report from the implementation of a Chinese as second language (L2) immersion teaching program. … Especially useful to teachers … .” (Norbert Francis, Applied Linguistics, May 11, 2019)

• Chapter 1: Introduction.- Chapter 2: One-way Immersion and Mandarin Immersion in the United States.- Chapter 3: Theoretical framework, literature review, and the current project.- Chapter 4: Pacific Elementary School.- Chapter 5: Chinese language, orthography, and learning to read.- Chapter 6: Properties of School Chinese.- Chapter 7: Oral language, phonological awareness, word reading and passage reading comprehension in Grade 2.- Chapter 8: Morphological awareness, vocabulary knowledge, lexical inference and text comprehension in Chinese in Grade 3.- Chapter 9: Implications for Chinese literacy learning and instruction in Chinese OWI programs: A proposal.- Chapter 10: Recommendation for program-level practices and future research agenda.