Abstract
Since its first recorded form in oracle bone script some 3,500 years ago, Chinese written language has been a non-alphabetic language. Chinese literacy acquisition throughout history has centered on the role of written language in different time periods. This chapter highlights characteristics of Chinese written language that affect its acquisition and presents a historical outline, dynasty by dynasty, of literacy development and literacy education throughout Chinese history. The authors suggest that literacy acquisition and instruction in China should be understood in the context of the unique dialect situation of China, corresponding social and cultural needs, the ideographic/logographic nature of written Chinese, and policy-makers’ views of the functions of literacy. The chapter summarizes the most salient features of literacy learning practices in ancient China and concludes with implications of the historical survey that are relevant for literacy education and policy makers.
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Tao, L., Qian, G. (2012). Historical Perspectives on Chinese Written Language and Literacy Education in China. In: Leung, C., Ruan, J. (eds) Perspectives on Teaching and Learning Chinese Literacy in China. Multilingual Education, vol 2. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-4822-4_1
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DOI: https://doi.org/10.1007/978-94-007-4822-4_1
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