Abstract
Tone instruction is an integral component of Chinese as an additional language (CAL) education. The present study aimed to explore the challenges and strategies of teaching of Mandarin Chinese tones in the multilingual and multicultural context of Macau SAR, China. Employing a qualitative methodology, this study drew on multiple data sources (e.g. classroom observations and interviews) of five participants. It revealed various challenges in teaching Mandarin Chinese tones, such as the backgrounds of CAL learners, the teaching context, and the sociocultural environment. At the same time, the teacher participants employed a range of strategies that included cognitive, emotional, and behavioural aspects to address these challenges. This study not only enriches our understanding of the complexities of Mandarin Chinese tones teaching but also provides practical implications for CAL teachers in teaching Mandarin Chinese tones within complex teaching contexts.
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