There is growing interest globally in the processes associated with the learning, teaching, and use of Chinese language(s) by children, adolescents, and adults. Hongyin Tao’s timely edited volume brings together current research by linguists and applied linguists who draw on a range of theoretical, methodological, and pedagogical approaches to study various aspects of Mandarin acquisition. Contributors’ research is informed by principles from generative or functional grammar, psycholinguistic or discursive processing and performance, and corpus-based analyses of register variation and the distribution of linguistic structures in oral and/or written texts. By analyzing various linguistic and metalinguistic constructions and forms of knowledge, and considering implications of their research for the teaching and learning of Mandarin, readers are offered insights into the richness of contemporary linguistic/discursive research on Chinese and its relevance to teachers and textbook writers. The book promises to stimulate further applied linguistic research and cross-disciplinary discussion on the teaching and learning of Chinese.

- Patricia A. Duff, University of British Columbia,

This book is an outstanding contribution to the field of Chinese linguistics with works that endeavor to integrate Chinese linguistic theory and teaching. [...] This is definitely a volume that should top the reading list of anyone interested in this line of inquiry.

- Miao-Hsia Chang, National Taiwan Normal University, in Taiwan Journal of Linguistics Vol. 16:1 (2018),

<i>Integrating Chinese Linguistic Research and Language Teaching and Learning</i>, part of the Studies in Chinese Language and Discourse series, provides a much-needed collection of studies attempting to bridge the divide between Chinese linguistic research and Chinese language instruction

- Chuanren Ke, The University of Iowa / East China Normal University, in xxxxxx—xxxxxxxxxx / Chinese as a Second Language 52:3 (2017),