Nan Li

This new book addresses three key issues: What has changed in Chinese civil-military relations? What can account for changes? And what are the implications for Chinese security policy and strategic behaviour? It tackles these questions by sharply assessing civil-military dynamics in elite politics; such dynamics in national security and arms control policy; relations between commanders and political commissars; relations between the PLA and society; civil-military dynamics regarding defence economics and logistics; and such dynamics regarding dual-use technologies and defence industry. These analyses build into the central theme that the emphasis of Chinese civil-military relations is shifting from politics to military tasks. This is an extremely important new development by a nation many predict to become a super power in the twenty-first century. This is therefore essential reading for all students and scholars of strategic and security studies, Chinese studies and international relations.

The Transformation of the People's Liberation Army

Chinese Civil-Military Relations

Xiaochu Zhang

Delin Sun

Wenbo Luo

Affective Processing and Non-invasive Brain Stimulation

This book demonstrates that civil-military relations have evolved beyond symbiosis to quasi-institutionalization in post-Deng Xiaoping China. As the People’s Liberation Army (PLA) is a Leninist party-army, it is commonly assumed that the relationship between the Chinese Communist Party (CCP) and the PLA is symbiotic and institutional boundaries based on a clear functional division of labor are absent between the two. This symbiosis suggests that the primary role of the PLA is in China’s domestic politics; it is to participate in intra-CCP leadership power struggle and in defending the CCP regime against popular rebellions from within Chinese society. By analyzing major changes in the functions of the PLA political commissar system, the extent of the PLA involvement in the power struggle of the CCP leadership, and the circulation of elites across civil-military institutional boundaries, this book offers a new theoretical explanation of civil-military relations in China. It also discusses the implications of the findings for China’s domestic politics and foreign policy.

From Symbiosis to Quasi-Institutionalization

Civil-Military Relations in Post-Deng China

Michael Meng

This book is written for K-12 teachers and educators to understand the school experiences and life journeys of the English Language Learners (ELLs) through four Chinese ELLs by documenting their transitional experiences into an American school. Traditionally, Chinese students are perceived as the model minority in American schools who are academically successful. Yet, this book provides a new perspective by documenting the life journey and school experiences of the four Chinese ELLs. The book gives a detailed account of the four ELLs in transition from Chinese language and culture into American school and culture. Interview, observation, and documentary data at their homes and American school reflect this transitional journey. The book helps K-12 teachers and educators understand that Chinese students also come from different family backgrounds and have different previous schooling experiences. This will help teachers and educators better working with Chinese and all ELLs who adapt the new school environment. This book is reader-friendly and carefully crafted with six chapters. Each chapter focuses on one Chinese ELL with genuine research data. The book begins with an introduction to provide basic information of the four ELLs and concludes with the final chapter that provides an update on the ELL students. This book can also be used as reading texts by college students in teacher education and training programs. The book is targeted for the TESOL organizations. The TESOL has one of the largest memberships with over 12,000 members representing 156 countries (TESOL Brochure, 2017). This book also benefits various attendees of professional education conferences.

Their School Experiences and Journeys in Pursuing the American Dream

Four Chinese ELLs

A Book for Every Teacher: Teaching English Language Learners is a unique and compressive text written for mainstream classroom teachers. The passion for writing this book comes from our working experiences with the K–12 teachers in four school districts through our ELL Center professional development program. Through this program, we provide professional training through our federally funded research and service projects. The purpose of our professional training is to prepare general education teachers to work effectively with English language learners (ELLs). While working with the teachers on a daily basis, we know the immediate needs of the teachers. This motivated us to embark this book project. In recent years, the ELL school population has the highest increase among school populations. As the NEA data indicates, providing ELL students with high quality services and programs is an important investment in America’s future (NEA, 2013). This book is our investment in helping teachers to meet their challenges and provide useful information and strategies for teaching ELLs. The book is designed with K–12 teachers in mind. It is best used by teachers who have or will have ELLs in their classrooms and who seek information and strategies to better work with and serve their ELLs to achieve academic success. With this design, teachers can use the book as a text or reference tool. This book can also be adopted as text materials for professional training. Teachers are the most important factor for ELLs’ academic success.

Teaching English Language Learners

A Book For Every Teacher

The book, Teaching ELLs Across Content Areas: Issues and Strategies, is a unique, useful text written for K–12 teachers. This book is the culmination of the professional knowledge, expertise, and experience from the distinguished authors who represent the entire range of the content areas, including: language arts, science, mathematics, technology, arts, psychology, and Hispanic studies. The ELL school population has reached 5.3 million with the increase rate of 51 percent from School Year 1998-1999 to 2008-2009 (NCELA, 2012). By 2025, one out of four K-12 students will be ELLs (NEA Policy Brief, 2013). The NEA data states that the ELLs are the fastest-growing student population group in our schools and providing them with high-quality services and programs is an important investment in America’s future (NEA Policy Brief, 2013). With the fast growth of the ELLs in schools, basic information and strategies are needed by all K-12 teachers. This book provides useful information and strategies for all K-12 teachers in content classrooms. This book has three significances. First, the book provides the most needed information for K-12 teachers with issues and strategies that are important in content areas to help ELLs’ success. With the fast growth of the ELLs in schools, K-12 teachers need this information in content classrooms. Second, the book fills the gap related to teaching ELLs in content areas. There are some existing books with titles on teaching ELLs across content areas; yet, these books provide general information with fewer books that really address specific content topics. This book is unique because it has the dedicated chapters for specific content areas, e.g., Language Arts, Science, Math, Social Studies with issues and strategies in these respective contents as well as general information, e.g., L2 theories for teachers to know and work with ELLs. Third, the book is reader-friendly with carefully crafted chapters. Each chapter begins with a scenario to catch the reader’s attention, is followed by issues and strategies, and ends with a summary. A scenario begins with each chapter for teachers to get to know the ELLs with the content that focuses on the related information and teaching strategies. With the continued increase in the ELL school population, this book is intended helping all K-12 teachers in content areas have knowledge and strategies to better serve their ELLs.

Nan Li

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