Abstract
Chinese has been taught as a foreign language in Australian schools based on the recognition of economic and social importance of China to Australia. However, Chinese language teaching in Australian schools conducted by teachers who are native speakers of Chinese is perceived as low in quality and inefficient to meet non-background speakers’ needs. As a result, there is a high drop-out rate of non-background learners in Chinese subject. This qualitative investigation explores the issue of inefficient Chinese language teaching in Australian schools by reviewing the challenges native-speaking Chinese language teachers encountered in real classrooms. Based on this understanding, Chinese language teacher education may be adapted to enhance teachers’ capability to satisfy non-background speakers’ needs and perform effectively in Australian classroom.
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