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This book reports the results of an ethnographic study, focusing primarily on the experiences of four teachers of the Chinese language in Australian secondary schools. The author creates an audience for their voices as they reflect on their own understandings of culture, language teaching, and culture in language teaching through semi-structured interviews, and compares these reflections with written stimulus dialogues designed to elicit 'culture-in-language' reflections, as well as curriculum and policy documents produced by the Australian government. The book's findings indicate that teachers of the Chinese language are diverse in their views on culture, language teaching, and the ways in which culture can or should inform language teaching, and the author argues that language teacher intercultural competence cannot be assessed through a synthesis of the current English-only research literature. This book will be of interest to teachers and teacher trainers of Chinese as a foreign language, as well as students and scholars of applied linguistics and language education more broadly.
Chinese language, the first language spoken and used by the largest population in the world, has witnessed a significant global increase. Chinese as a Second Language (CSL) has thus received unprecedented attention, and teaching and learning of CSL have transcended the national boundary. This book reports a case study of training teachers of CSL in Australia with a significant implication to the western English-speaking countries such as Canada, New Zealand, the UK and the USA. The book is unique in several ways. On a theoretical level, the book analyses knowledge-based and competence-based teacher education, provides an in-depth examination of post-method pedagogy and deconstructs traditional aspects of second language teacher education, making a case for the new concept of "three dimensions". On a practical level, the Australian-based case study employs qualitative methods to gather the feedback from teacher educators, teacher trainees and students who are undergoing CSL training, and further reports on studies on CSL teaching practicum in local schools and abroad. Training Teachers of Chinese in Australia is a book for established scholars, researchers, educators, and research higher degree students who are interested in teacher education, second and foreign language education and Chinese as a second language (CSL).
This book analyses how an increasing number of new Chinese migrants have integrated into Australian society and added a new dimension to Australian domestic politics as a result of Australia’s merit-based immigration system and its shift towards Asia. These policies have helped Australia sustain its growth without a recession for decades, but have also slowly changed established patterns in the distribution of job opportunities, wealth, and political influence in the country. These transformations have recently triggered a strong Sinophobic campaign in Australia, the most disturbing aspect of which is the denial of the successful integration of Chinese migrants into Australian society. Based on evidence gathered through a longitudinal study of Chinese migrants in Australia, this book examines the misconceptions troubling Australia’s current China debate from six important but overlooked perspectives, ranging from migration policy changes, economic factors, grassroots responses, the role of major political parties, community activism, to knowledge issues.
This volume offers a comprehensive overview of Chinese language teaching in New Zealand, in light of the declining interest in foreign language learning in Anglophone countries. While existing scholarly works have discussed Chinese language education in other Anglophone countries, this book is the first to provide an in-depth examination of the landscape of Chinese language teaching in contemporary, multicultural New Zealand, featuring insights from leading experts. The book consists of 21 chapters written by 29 contributors, including research students, experienced teachers, and leading scholars in every educational sector, from preschool to university and from mainstream education to community schools. As the first volume to focus on this subject, the book provides both historical perspectives and multilevel analyses of critical milestones, based on the latest data, policy changes, and politico-economic conditions shaping the future direction of Chinese language education in New Zealand. Its purpose is to offer insights and an overview of the New Zealand case that can help policymakers, programme leaders, researchers, teachers, and learners in the Anglophone world and beyond, to better respond to the rapidly changing and challenging environments they face. In addition to the Foreword by Patricia Duff and the Epilogue, the book is a valuable resource for anyone interested in Chinese language education in New Zealand, and serves as a catalyst for further discussion and research on this topic.
This book presents the principles of quality teaching in Chinese, as exemplified in case studies of primary and secondary school classrooms. Drawing on data from five Australian schools, the authors identify the key practices necessary to produce a quality learning experience for students. The book offers a thorough grounding in the issues involved in teaching different age groups, and many practical strategies, including a comprehensive overview of digital technologies for teaching and learning Chinese. It will provide a valuable resource for students and scholars of applied linguistics, in addition to supporting teacher training and professional development.
This book delves into the Australia-China relationship, which is currently at its worst since 1972, when the two countries first established a diplomatic relationship. Australia is seen by the US as its front-line ally in its fight in containing China. Derived from an international symposium organized by the editorial team and held in Adelaide, South Australia in September 2021, these essays are an attempt to offer some understanding and explanations for the deterioration of Sino-Australian ties. It is also an attempt to explore the ways by which the two countries can reach some common ground for the future. Despite our very different pasts, can we seek out a shared future together, a future that avoids a war, hot or cold, between a rising power of China and the incumbent US hegemon?
This book sets out to discuss what kind of ‘middle power’ Australia is, and whether its identity as a middle power negatively influences its relationship with Asia. It looks at the history of the middle power concept, develops three concepts of middle power status and examines Australia’s relationships with China, Japan and Indonesia as a focus. It argues that Australia is an ‘awkward partner’ in its relations with Asia due to both its historical colonial and discriminatory past, as well its current dependence upon the United States for a security alliance. It argues this should be changed by adopting a new middle power concept in Australian foreign policy.
The Australia–China Joint Economic Report is the first major independent joint study of the bilateral relationship and has the blessing of both national governments. The Report is an academic policy study by leading researchers in both Australia and China. It draws policy conclusions to guide the development of bilateral economic relations that include an Australia–China Comprehensive Strategic Partnership for Change, an Australia–China Commission, and an Australia–China Basic Treaty of Cooperation.
This collection turns a critical lens on Content and Language Integrated Learning (CLIL) research, making the case for a sociolinguistic-informed approach towards investigating social inequalities and making visible issues, processes and actors overlooked in CLIL research. The volume seeks to expand the borders of existing CLIL scholarship through situated ethnographic perspectives, highlighting the value of a critical sociolinguistic perspective in illuminating the relationship between the emergence of CLIL and specific socio-political and economic conditions in contemporary multilingual education. Drawing on examples from Europe, Latin America, Australia and Asia, the book focuses on exploring inequities in CLIL policy and implementation across different institutional contexts and demonstrates the ways in which CLIL extends beyond the classroom as situated in multiple and changing networks of interest, policy and practice. This book will be of particular interest to students and scholars in sociolinguistics, multilingual education, language policy and planning, and applied linguistics.