English Literacy Instruction for Chinese Speakers, by Barry Lee Reynolds and Mark Feng Teng (Eds.), Switzerland, Palgrave Macmillan, 2019, 382 pp., 109,99 € (Hardcover), ISBN 981-1-366-527

This is a jargon-light, practical book compiling a series of current topics in English literacy education for Chinese speakers at the pre-primary, primary, secondary, and tertiary levels across four Chinese speaking regions: Mainland China, Hong Kong, Macao, and Taiwan.English literacy instruction is addressed equally in the four parts of the book organized by educational levels.Based on front-line language teachers' experiences and reflections, the foci in each part encompass English literacy education at the curriculum level and easily-applied techniques in classroom teaching.The book starts with an introduction in Part I (Chapter 1) where English literacy is conceptualized broadly as a multifaceted and dynamic concept involving basic language skills (i.e., reading and writing), and socially situated practices affected by sociocultural milieu.This broad conceptualization supports the practical purpose of the book: helping L2 learners develop a good knowledge base for academic success and enabling them to position themselves as competent language users in societal activities.This clear-defined theme runs through the following 21 chapters of the volume.Part II (Chapters 2-6) discusses innovative English literacy instruction for pre-primary and primary students.Young learners' literacy can be cultivated through a school-based reading program, the flexibility of which allows teachers' autonomy in course design to cater for diverse learning needs.A variety of genres, such as songs and stories are conducive to younger L2 learners' literacy acquisition.For older learners (e.g., primary 5), tailor-made materials with an equal emphasis on subject knowledge and language learning have the potential of fostering literacy skills.The empirical study in Chapter 3 reports the pivotal role of lexical knowledge in enhancing young L2 readers' literacy.This is echoed by Chapter 5 that emphasizes young learners require teachers' constant scaffolding of new vocabulary during task engagement.Moving the focus to secondary education, Part III (Chapters 7-12) concerns fostering learners' skills for their future academic studies.These skills are the fluent command of English, reading and writing competence, and critical thinking ability.One specific example discussed in Chapter 7 is learning formulaic language, such as phrasal verbs, which enables high school students to obtain a native-like fluent use of English.However, being literate means more than just obtaining basic language skills; higher order thinking competence and intercultural awareness should also be instilled.Part IV (Chapters 13-17) focuses on the tertiary level, where students are expected to advance their writing literacy for academic success.L2 writing literacy can be enhanced through peer support, and continuous writing assessment that values both learning outcomes and motivation.Teachers are advised to consider the error types students make in their writing when determining the type of corrective feedback to administer.Part V (Chapters 18-21) examines government policies regarding English literacy education in the four regions.It reveals that English literacy education has been shaped and directed by government initiatives within particular historical, political, and sociocultural contexts.What one finds behind these reforms are teachers' efforts in incorporating the policies into their instruction.Meeting the literary development