ABSTRACT
This chapter engages two separate pedagogical issues: the importance of knowing both simplified and full-form Chinese characters, and different approaches to teaching Literary (Classical) Chinese. Between these two questions, I also speak briefly about the relationship between Literary Chinese and modern Chinese as seen through its shared script system. The ability to read both forms of Chinese characters gives students access to documents and materials over the range of Chinese studies and the professions that are essential for any career engaging Chinese language beyond the intermediate level. These careers often include contact with Literary Chinese, either incidentally, such as in formal political speeches, or through extended exposure, such as in historical and legal documents. The different pedagogical options for the study of Literary Chinese revolve around different assumptions about the language and different expected engagements with it. These options are reviewed here by examining sample textbooks from variety of approaches available for this training.
