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This book offers historical, philosophical, and sociocultural perspectives on Chinese language education for speakers of other languages with a special focus on Chinese language education in the United States. It provides a comprehensive, cross-disciplinary look at changes in CFL/CSL education over time in China and the U.S. and the philosophical, political and sociocultural influences that led to these changes. The essays address a wide array of topics related to Chinese language education, including: A historical overview of the field Theories that apply to CFL/CSL learning Policies and initiatives for CFL/CSL by the Chinese and U.S. governments Medium of instruction Curriculum and instruction for CFL/CSL learners at K-12 and college levels Technology for CFL/CSL education Chinese language learning for heritage learners CFL in study abroad contexts CFL teacher education and training This work is essential reading for scholars and students interested in gaining a greater understanding of Chinese language education in the two countries and around the world.
This book will be the first account of the development of Chinese as a foreign language in the U.S., as it interacts with the relevant entities in China and beyond. There are virtually no systematic retrospective reflections on the field outside of the greater China region; and yet over the past decades the field has grown by leaps and bounds, and it is critical now that we pause to reflect on what has happened and what we can learn from the past. The contributors are among some of the most influential pioneers in the field whose entire academic lives have been dedicated to its development. The Field of Chinese Language Education in the U.S.: A Retrospective of the 20th Century is aimed at those who are currently engaged in Chinese language education, as teachers or as students.
Over the past four decades, learning Chinese as a second language has transformed from individual small-scale endeavors to organized mass studies worldwide. In a fast-changing world, the field of L2 Chinese language education is confronted by unprecedented challenges and opportunities. This book presents recent pedagogical practices, innovations and research in L2 Chinese language education across five continents. Bringing together a diverse range of leading researchers and educators, it showcases the latest knowledge, teaching-led research, innovative curriculum design and pedagogical practice in a variety of instructional contexts. Through a mix of overview chapters, empirical studies and critical discussions, the book addresses four key themes – formal instruction; language education technology; curriculum development; and critical overviews– and reflects the latest challenges and coping strategies for teaching and learning Chinese in an increasingly digital world. It will be essential reading for researchers, teachers and students of Chinese as a second language, as well as curriculum developers and textbook writers.
Performed Culture in Chinese Language Education: A Culture-Based Approach for U.S. Collegiate Contexts elaborates on a cultural awareness-oriented, cultural performance-based, and cross-cultural communication-focused foreign language pedagogical paradigm—Performed Culture Approach — in the context of U.S. collegiate Chinese language education. Guangyan Chen draws on the data collected through questionnaires, comparisons between this pedagogy and mainstream pedagogical frameworks, and analyses of curricular development, lesson plans, and classroom discourses. Chen promotes the performed culture approach by delineating the theoretical framework of this pedagogy, reporting studies that empirically support cultural primacy in Chinese language education, and illustrating this pedagogy through analyses of a curricular structure, a lesson plan, and classroom discourses. Chen shows how this pedagogy addresses the gaps between the social need for global citizens and the insufficient integration of culture into foreign language education. The performed culture approach also addresses the overall drop in U.S. collegiate foreign language enrollment as this pedagogy connects foreign language programs to university missions and social needs.
Although there is an extensive literature on the teaching of English as a Second or Other Language, there is very little published research on the teaching or learning of Chinese in similar contexts. This book is the first to bring together research into the teaching and learning of Chinese as a foreign language to non-native speakers, as a second language to minority groups and as a heritage/community language in the diaspora.The volume showcases the contribution of researchers working in such areas as language teaching and learning, policy development, language assessment, language development, bilingualism, all within the context of Chinese as a Second or Other Language. This is an exciting extension of teaching research beyond the traditional TESOL field and with be of interest to researchers and practitioners working in applied linguistics and Chinese language education worldwide.
This edited book brings together global perspectives and case studies from five continents to provide an international picture of teaching Chinese remotely. It consists of 15 original chapters by 21 authors from 10 countries. Addressing both practice and research, these chapters collectively offer a comprehensive view of how Chinese language courses worldwide were urgently moved to fully online during the early stages of the Covid-19 pandemic.This edited volume reports fresh and first-hand experiences of Chinese language instructors and students in different countries as well as their perceptions of issues regarding remote teaching and learning in an emergency situation.The book will be of interest to Chinese language teachers and students, as well as scholars with a focus on language education and online teaching and learning more broadly.
This book is written by a diverse cohort of both of American educators, including professors, teachers, school counselors, and school administrators from pre-K to college levels. Most of the contributors come from disciplinary areas of English as a second language and school administration. With the pressure of Common Core State Standards Initiative, American educators are now shifting their focus to standards-based instruction. Meanwhile, Chinese educators are moving away from national standards and developing state level curriculum and instruction to meet specific needs of the students in local provinces. There is also a debate about whether or not to use the National College Entrance Examination as the only test for college admission. Some provinces (e.g., Zhejiang and Hubei) are administering their own college entrance examinations. The book outlines the sociocultural roots of education in the three countries, linking the tradition and philosophical orientations to each country's own history of education. Furthermore, the book compares and contrasts the curriculum, especially the teaching of English as a second/foreign language, in three countries. This book examines the stress of students, physical education, various pedagogical styles in foreign language education as well as instructional texts and cross-cultural dialogue between teachers. Additionally, the book explores factors that influence parent's involvement and women's educational and career aspirations. Lastly, the book presents modern technologies such as smart learning technologies and online learning platforms not only to facilitate future educational systems but also to promote international exchanges. The chapters of the book are thematically diverse, but they help to provide inspirations for educators both in American and Asian countries. The findings offer alternative practical lenses for educational community to seek for some "middle ground" between Chinese, South Korea and American education. The intended audience for this book is graduate students, teachers, administrators, and professionals in education.
Providing an East-West flow of language teaching knowledge and know-how to balance prevailing Western-centric perspectives, this book is an in-depth investigation of the impact of Western-based language teacher education on the pedagogy and practice of Chinese English language teachers who received their training in Western institutions or those that emphasize Western-based teaching approaches. A significant and growing number of these teachers will influence millions of language learners in China over the next decades. The Pedagogy and Practice of Western-trained Chinese English Language Teachers: Forefronts Chinese teachers’ voices and experiences in the context of their workplaces and classrooms Connects and balances theory and practice using a sociocultural lens Discusses the Chinese government’s policies on the training of teachers and analyzes them in terms of their impact on both American and Chinese higher education institutions This is a must read book for anyone interested in learning theory adopted from a Western perspective and applied within an Asian setting.
This book brings together new theoretical perspectives and bilingual education models from different sociopolitical and cultural contexts across the globe in order to address the importance of sociocultural, educational and linguistic environments that create, enhance or limit the ways in which diasporic children and young people acquire the ‘Chinese’ language. The chapters present a variety of research-based studies on Chinese heritage language education and bilingual education drawing on detailed investigations of formal and informal educational input including language socialization in families, community heritage language schools and government sponsored educational institutions. Exploring the many pathways of learning ‘Chinese’ and being ‘Chinese’, this volume also examines the complex nature of language acquisition and development, involving language attitudes and ideologies as well as linguistic practices and identity formation. Learning Chinese in Diasporic Communities is intended for researchers, teacher-educators, students and practitioners in the fields of Chinese language education and bilingual education and more broadly those concerned with language policy studies and sociolinguistics.
This new major reference work provides a comprehensive overview of linguistic phenomena in a variety of Sinitic languages in a global context, highlighting the dynamic interaction between these languages and English. This “living reference work” offers a window into the linguistic sphere in China and beyond, and showcases the latest research into diverse and evolving linguistic phenomena that have resulted from intensified interactions between the Sinophone world and other lingua-spheres. The Handbook is divided into five sections. The chapters in Section I (New Research Trends in Chinese Linguistic Research) present fast-growing research areas in Chinese linguistics, particularly those undertaken by scholars based in China. Section II (Interactions of Sinitic Languages) focuses on language-contact situations inside and outside China. The chapters in Section III (Meaning, Culture, Translation) explore the meanings of key cultural concepts, and how ideas move between Chinese and English through translation across various genres. Section IV (New Trends in Teaching Chinese as a Foreign Language) covers new ideas and practices relating to teaching the Chinese language and culture. The final section, Section V (Transference from Chinese to English), explores dynamic interactions between varieties of Chinese and varieties of English, as they play out in multilingual sites and settings