The E-Writing Approach to L2 Chinese Instruction: Clarifying Fundamental Principles and Core Concepts

Abstract

Learners of Chinese as an additional language (L2) face the formidable challenge of achieving literacy in Chinese alongside developing oral-aural proficiency, all within the limited time constraints of classroom-based learning. Despite numerous efforts to determine the most effective approach to L2 Chinese character (Hanzi) instruction, a consensus remains elusive. This chapter argues that this consensus has not yet been reached primarily due to the lack of terminological clarity among L2 Chinese teaching professionals. In short, we are arguing past one another; we are not even talking about the same issue. Therefore, this chapter addresses the debate about L2 Hanzi pedagogy by (1) providing clear definitions for often ambiguous terms that have fueled ongoing debates in the field; (2) critically reviewing and identifying shortcomings and over-generalizations in long-standing arguments advocating for the indispensability of hand-writing in L2 Chinese learning, especially given its significant opportunity costs; (3) proposing e-writing as a promising alternative that caters to the needs of the majority of modern-day L2 Chinese learners; and (4) proposing a specific subset of potential supporting roles for hand-writing within the L2 Chinese curriculum. Based on the available evidence, this chapter concludes that ‘e-writing as primary’ (电写为主，手写为辅) is the ideal primary approach for the majority of L2 Chinese learners in the 21st century.