Chinese Language Teaching Research Articles

Neoliberal ideologies and language in education policies: the case for teaching Chinese as a foreign language in Oman

ABSTRACT This paper explores the intersection of neoliberal ideologies and language policy in the context of Chinese language education in Oman's higher education system. Drawing on critical discourse analysis and theoretical frameworks of neoliberalism, the study investigates the introduction of Chinese language programmes within Omani universities, with a focus on Sultan Qaboos University (SQU). Through analysis of public documents, interviews and instructional materials, this paper examines how neoliberal free-market ideologies influence the implementation and perception of Chinese language education. Key research questions address the manifestation of neoliberal ideologies in programme policies, stakeholder perceptions and suggestions for pedagogical improvement. The findings reveal a complex interplay between geopolitical, economic and educational factors shaping language policy and its implications for Oman's higher education system.

‘Panda diplomacy’ and the subtle rise of a Chinese language ecology in Qatar

ABSTRACT Over the past two decades, the Chinese language has emerged as a global language. Gulf Cooperation Council countries, such as Bahrain, Saudi Arabia, and the United Arab Emirates, have integrated Chinese language into their educational systems and established Confucius Institutes to promote Chinese language and culture. In Qatar, interest in Chinese language education has risen, though not as pronounced as its neighbouring countries. This article, grounded in a Critical Cultural Political Economy of Education (CCPEE) approach, provides a comprehensive overview of Chinese language and education policy in Qatar, utilising a mix of primary and secondary sources, and insights from the second author’s role as a Chinese language coordinator in Qatar. The article examines cultural, political, and economic aspects related to Qatar-China ties and the Chinese community in Qatar, the role of China during the World Cup, Chinese language in the linguistic landscape, Chinese language education policies, and the state of a Confucious Institute in Qatar. Finally, it offers some implications in terms of the future of Chinese language education in the country and some fruitful directions for further research.

Reverse Instructional Design in Chinese Language Teaching: Endogenous Logic and Practical Pathways

Reverse Instructional Design in Chinese Language Teaching: Endogenous Logic and Practical Pathways

Research on the Current Status and Countermeasures of Chinese Language Teaching in Primary Schools under the Background of New Curriculum Reform

The continuous advancement of educational reform has set higher standards for the teaching of Chinese language in primary schools. Teachers are required to continuously explore and adopt innovative teaching methods while discarding outdated approaches to enhance teaching efficiency. Primary education marks the beginning of children's learning journey, playing a decisive role in stimulating their interest in learning and developing good habits. Therefore, improving teaching methods in primary schools not only positively affects children’s current learning but also lays the foundation for their future academic growth, contributing to the improvement of students' comprehensive abilities. Despitethis, the teaching outcomes in primary schools still have room for improvement.Some students have not yet developed good study habits and show resistance to learning, which affects the teaching effectiveness, especially in the Chinese subject where this issue is more pronounced. Therefore, it is crucial to deeply analyze the current situation of Chinese language teaching in primary schools and find effective improvement strategies. This can enhance students' motivation to learn and improve the quality of teaching.

Optimization Analysis of Chinese Language Teaching Curriculum Strategies under the Constraint of Parallel Network Behavior

In the era of informatization, the rapid development of network technology has brought unprecedented changes to the field of education. Especially in the field of Chinese language teaching, the introduction of network technology not only enriches teaching methods, but also greatly expands students’ learning perspectives. However, the openness and diversity of the online environment have also brought many challenges to Chinese language teaching. How to optimize Chinese language teaching curriculum strategies under the constraints of parallel network behavior has become an urgent problem to be solved in the current education field. Traditional evaluation methods often focus on the level of knowledge mastery of students, while neglecting their learning behavior and abilities in the online environment. Therefore, we need to establish a diversified evaluation system that includes students’ internet behavior, information literacy, innovation ability and other aspects in the evaluation scope, in order to comprehensively reflect their language literacy and learning level. This paper proposes a series of innovative and optimized strategies for Chinese language teaching courses in the online environment, including promoting the “reverse classroom” teaching mode, utilizing online resources for situational teaching, stimulating students’ learning interest through online interactive platforms and establishing an effective teaching evaluation and feedback mechanism.

Digital multimodal composing as a translanguaging space

Abstract Multimodality and translanguaging are groundbreaking concepts that researchers and teachers in second language education have increasingly embraced over the past decade. Despite their potential to transform traditional monolingual and monomodal approaches to assessment design, these concepts remain largely unexplored in Chinese language teaching, particularly as legitimate assessment strategies. This study was conducted with a large group of ab initio beginners of Chinese at a Western university. It first analyses students’ digital multimodal composing (DMC) projects, a video assessment designed to enable students to showcase their learning achievements multimodally and multilingually. It then discusses the challenges students encountered when engaging with this novel assessment approach for the first time. Findings demonstrate that in this DMC project students created a translanguaging space with rich trans-semiotic resources, actively engaging in communication through their newly acquired language despite being absolute beginners in their first few weeks of learning. Furthermore, due to the novelty of the assessment design, the study also found that some students encountered challenges such as uneven technical skills and the complexity of the assessment design. The study suggests that teachers should reconceptualise their approach to teaching Chinese in the digital age, focusing on empowering learners to apply their language skills in real-life communication contexts. Building ownership of their L2 learning can strengthen their motivation to learn Chinese more effectively and creatively.

Enhancing intercultural communication skills: The impact of drama in Chinese language teaching

Enhancing intercultural communication skills: The impact of drama in Chinese language teaching

Application of Variety Programs in Chinese Language Teaching in Korea: Take the Chinese Version of Season 7 of Informal Talks as an Example

Application of Variety Programs in Chinese Language Teaching in Korea: Take the Chinese Version of Season 7 of Informal Talks as an Example

Readiness Level of Chinese National-Type Primary School Malay Language Teachers Towards the Implementation of Pikebm as A Compulsory Additional Element in Co-Curricular Activities in Klang District

Readiness Level of Chinese National-Type Primary School Malay Language Teachers Towards the Implementation of Pikebm as A Compulsory Additional Element in Co-Curricular Activities in Klang District

Promoting the Spread of Chinese Language Through Chinese International Education Students

The emergence of Chinese language fever has brought both opportunities and challenges for Chinese language dissemination, and students of Chinese language education, as the main force of Chinese language teaching overseas, are facing a lot of new problems including changes in the external environment and changes in their own factors. This paper analyzes the difficulties faced by this group of students in become Chinese language volunteers according to the questionnaire and finds out the problems they are most concerned about. At the same time, the paper also analyzes many papers to figure out the reasons for the current difficulties in Chinese language dissemination and then makes explanations. In view of the current situation of Chinese language dissemination and the specific situation of students of Chinese language international education, both the academic circles and the students themselves need to grasp the changes in the world, clarify the direction of their own development and make corresponding adjustments. Hoping that this paper clarify the difficulties faced by students in this field and provide some help to the dissemination of the Chinese language.

Integrating international Chinese visualization teaching and vocational skills training: leveraging attention-connectionist temporal classification models.

The teaching of Chinese as a second language has become increasingly crucial for promoting cross-cultural exchange and mutual learning worldwide. However, traditional approaches to international Chinese language teaching have limitations that hinder their effectiveness, such as outdated teaching materials, lack of qualified instructors, and limited access to learning facilities. To overcome these challenges, it is imperative to develop intelligent and visually engaging methods for teaching international Chinese language learners. In this article, we propose leveraging speech recognition technology within artificial intelligence to create an oral assistance platform that provides visualized pinyin-formatted feedback to learners. Additionally, this system can identify accent errors and provide vocational skills training to improve learners' communication abilities. To achieve this, we propose the Attention-Connectionist Temporal Classification (CTC) model, which utilizes a specific temporal convolutional neural network to capture the location information necessary for accurate speech recognition. Our experimental results demonstrate that this model outperforms similar approaches, with significant reductions in error rates for both validation and test sets, compared with the original Attention model, Claim, Evidence, Reasoning (CER) is reduced by 0.67%. Overall, our proposed approach has significant potential for enhancing the efficiency and effectiveness of vocational skills training for international Chinese language learners.

Effective Teaching and Learning: Characteristics and Practices of People-oriented in International Chinese Language Education

School education plays a crucial role in the process of cultivating innovative talents, and the direct target of teaching is students. At present, the aim of education and teaching is to adhere to the concept of human-centered teaching and to implement human-centered teaching methods. How to carry out effective teaching can help cultivate the sense of independent learning and the spirit of innovation among non-native speakers. How to create a suitable learning environment for students to actively explore the mysteries of Chinese knowledge. And how teachers can improve their teaching skills and make good use of interactive teaching and intelligent technology to truly realize the purposes of teaching and spreading Chinese culture.

Review of International Chinese Teaching Materials Research

In recent years, the influence of Chinese in the world has gradually increased, and the textbooks related to international Chinese education have also attracted wide attention from the industry. After 2000, the compilation of international Chinese language textbooks has entered a prosperous period, which also reflects the new trend of international Chinese language education in China. Language Teaching and Linguistic Studies is the first professional academic journal featuring international Chinese teaching in China. The article mainly summarizes the international Chinese textbooks published in this journal in the past two decades, and mainly uses the literature analysis method to summarize the compilation principles, principles, strategies and deficiencies.

The effects of professional identity on retention intention of international Chinese language teachers in Guizhou colleges and universities: The chain mediating role of job satisfaction and career commitmen

This study investigates the influence of international Chinese language teachers’ professional identity on their intention to stay in Guizhou universities. The focus is on understanding the chain mediating role of job satisfaction and career commitment in this relationship. Objectives: The primary objective is to analyze the correlation between teachers’ professional identity and their intention to stay in the profession. Additionally, the study aims to evaluate the mediating effects of job satisfaction and career commitment on this relationship. Methods: Data were collected from international Chinese language teachers working in Guizhou universities. Statistical analysis was conducted to examine the relationships among professional identity, job satisfaction, career commitment, and intention to stay. Results: The analysis revealed a significant positive correlation between teachers’ professional identity and their intention to stay in the profession. Furthermore, both job satisfaction and career commitment were found to play crucial mediating roles in this relationship. Conclusions: The findings suggest that enhancing teachers’ professional identity and job satisfaction, as well as strengthening their career commitment, can effectively increase their willingness to remain in the profession. This is critical for stabilizing the teaching workforce and improving educational quality. The study provides valuable insights for university administrators to develop more reasonable and effective teacher management and incentive policies

THE FEATURES OF TEACHING RUSSIAN TO CHINESE STUDENTS IN GROUPS

This article discusses the challenges and solutions for teaching Russian as a second language to students in China. It analyzes Russian and Chinese language teaching materials and identifies the factors that contribute to the low level of proficiency among Chinese students. The article proposes several solutions, including taking into account cultural differences and adopting teaching methods similar to those used in Chinese educational institutions.

Advancing Whole-Book Reading Teaching in Primary and Secondary Schools by Regional Instructional Cooperation: A Case Study of Yangzhong City in Jiangsu Province of China

For primary and secondary school students, enhancing reading skills at the basic education level is crucial for their lifelong linguistic and cognitive development. However, instructors may find reading teaching, particularly the teaching of whole-book reading, time-consuming and unproductive. This article is a case study of the possibilities of advancing whole-book reading education via regional instructional cooperation, citing the practices of Yangzhong City in China’s Jiangsu province as an example. It also highlights the implications of Yangzhong City’s experiences for popularizing regional instructional cooperation in Chinese language education across the nation.

Teaching Chinese grammar through International Chinese Language Education micro-lectures: negotiating mass and presence through multimodal pedagogic discourse

Abstract Micro-lectures have become a prevailing resource for teaching Chinese grammar in International Chinese Language Education (ICLE). One crucial feature of these lectures is that they are inherently multimodal and the design of multimodal pedagogic discourse in these lectures is vital for the teaching of Chinese grammar. Based on this background, this paper investigates teaching Chinese grammar through multimodal pedagogic discourse in ICLE micro-lectures, focusing on the organization of complexity and abstraction of meaning for knowledge-building. Drawing on Systemic Functional Linguistics’ genre theory and ideational mass and presence, this paper views the organization as a dynamic negotiation of mass and presence across generic stages. Analyzing a representative ICLE micro-lecture on grammar, it scrutinizes the distribution of mass and presence across stages, along with multimodal pedagogic discourse features. The findings show that Presenting Scenarios, Example Extraction, and Grammar Explanation are pivotal stages for grammar instruction, each characterized by distinct mass and presence. Presenting Scenarios, featuring relatively weak mass and strong presence, employs non-technical and concrete multimodal texts to depict everyday scenarios, while Example Extraction with similar mass but weaker presence recontextualizes these scenarios into linguistic phenomena through non-technical linguistic text. Grammar Explanation characterized by relatively strong mass and weak presence distills grammatical knowledge from example sentences through technical and abstract linguistic text. Overall, the weakening of presence across the stages allows for recontextualizing scenario-based sentences as linguistic phenomena and generalizing these sentences into abstract grammatical concepts, while the strengthening of mass enables distilling meaning from example sentences and builds the complexity of grammatical concepts. The findings hold potential implications for the design of ICLE micro-lectures on Chinese grammar, which aims to facilitate the teaching of Chinese grammar through multimodal pedagogical discourse.

The Learner-centered Glocalization and Evidence-based Educational Decision-making on Glocalization: Two Issues on the Global Development of Chinese Language Teaching

In the twentieth century, Chinese teachers and researchers in China primarily viewed Chinese language teaching as teaching the language to foreigners, specifically those learning Chinese within China. In the twenty-first century, with the rapid increase in the number of global Chinese language learners, Chinese teachers and researchers have begun to focus on global Chinese language learners, and to support and meet the needs of them. There are two critical issues in the global development of Chinese Language Teaching (CLT): the learner-centered glocalization and the evidence-based educational decision-making on how to glocalize. Learner-centered glocalization reflects the humanism of caring about learners all over the world, and educational decisions on how to glocalize need to be based on scientific evidence to improve the effectiveness and efficiency of teaching and education. In terms of the current state of the field, there is a growing consensus of common sense on the glocalization of Chinese language teaching materials and paradigm, and the training and education of local teachers, but the scientific educational decision-making based on evidence such as findings from neuroscience is more difficult to achieve, rarely even discussed. However, the latter is the key to scientific glocalization of this area in the future.

Multicultural integration and future pathways: an analysis of Chinese language education policies and practices in Philippine public secondary schools

ABSTRACT This paper examines the integration of Chinese language education within the Philippine public secondary school system, highlighting its role in promoting multicultural understanding and enhancing global competitiveness. Through a mixed-methods approach, involving surveys and interviews with educators, and administrators across a representative sample of schools, the study explores the current state of Chinese language policies as part of the SPFL (Special Program in Foreign Languages) foreign language education, curriculum designs, personnel training, community engagement, and resource allocation. The findings reveal several challenges, including limited instructional time, inadequate teacher training, scarce teaching resources, and a nascent stage of digital resource development. The study also delves into the societal and educational aspirations driving the demand for Chinese language education, against the backdrop of the Philippines' broader goals for national talent development and cultural integration. Recommendations are proposed to address the identified gaps, emphasizing the need for curriculum standards that more closely integrate language with multicultural activities, enhanced teacher support, community-based language activities, a multidimensional approach to language proficiency evaluation and leveraging digital education, etc., The paper advocates for an expanded notion of communicative competence that encompasses the ability for cultural exchange and digital literacy.

‘Walking out from the flat’: Pre-service English language teachers’ experiences of and needs for English as a lingua franca during study-abroad

Globalisation and internationalisation have significantly shaped the global status of English as a lingua franca (ELF). Recently, it has been argued that ELF should be understood from a multilingual perspective in English-medium instruction (EMI) education. Although EMI policy and practice have been examined and discussed in scholarship, an examination of ELF in relation to EMI is essential for bridging the gap between the policy and practice level of EMI. This qualitative study unpacked the study-abroad ELF experiences and needs for support of Chinese pre-service English language teachers after their first month of postgraduate teacher education study at a Scottish university. After thematic analysis of the focus group data, the findings revealed participants’ negativity in their daily and academic ELF experiences, though limited positive ELF experiences existed. Participants called for extra-curricular activities, a more engaging and communicative pedagogy in EMI classroom, and international student diversification and engagements with peer support in international universities. They urged curriculum innovation in English and intercultural communication education. This study sheds light on the development of curriculum, language policy, and student support in international universities. The paper ends with further insights into ELF experiences in a broader context where ELF is intertwined with EMI.