Overseas Chinese Education Research Articles

Overseas Chinese Education in Nanyang in the First Half of the 20th Century from " the Educational Review "

Overseas Chinese education in Nanyang is an important part of overseas Chinese education in modern China. the Educational Review is the longest-running, most complete, and most influential periodical on education in modern China. It is one of the most important primary sources for studying the history of education in modern China. This article takes the relevant articles about the education of overseas Chinese in Nanyang published in the Educational Review as the research object, and explores the status of overseas Chinese education in Nanyang in the first half of the 20th century. It analyzes the problems existing in overseas Chinese education in Nanyang at that time in terms of language structure, teacher professionalism, textbook application, student mobility, and division of powers within the school. It further introduces the countermeasures proposed by those who were enthusiastic about overseas Chinese education in Nanyang at that time, such as unifying the Chinese language, selecting teachers, localizing textbooks, flexible learning cycles and limitations on the powers of school boards. Through the exploration of overseas Chinese education in Nanyang in the first half of the 20th century, hope it will be helpful to the development of Chinese education in Southeast Asia today.

동남아시아 중국인 디아스포라와 화교⸱화인 학교교육의 설립과 변화: 청말 이후 1949년 이전까지

This paper examines the development and change of the Chinese education in Southeast Asian countries since the end of the Qing Dynasty, when nationalism and national identity sprouted and grew. I scrutinize the diaspora education in relation with the home country and also in the context of local Chinese community. Overseas Chinese diaspora education reflects various issues in Southeast Asia, including nationality, ethnicity, hometown, adaptation, generational change, and dual nationality. In the paper, as the background of modern Chinese education in many Southeast Asian countries, I discuss the aspects of educational reform in China and how they were linked to the overseas Chinese education system since the end of the 19th century, and record the actual progress in Southeast Asian countries. By doing so, this study aims to read the relationship between the changing Chinese diaspora generation's recognition of 'China' along with changes in Southeast Asian Chinese society projected on the progress of diaspora education.

An Analysis of the Main Explanatory Framework for the Coordinated Development of Overseas Chinese Heritage Language Education and International Chinese Language Education from the Perspective of Symbiosis Theory

Driven by the value and application of Chinese language, global Chinese education has also achieved significant development, with overseas Chinese heritage language education and international Chinese language education being the most important components. This article draws on the theory of symbiosis and proposes an explanatory framework for the symbiosis of overseas Chinese education. It analyzes the symbiotic units, modes, and environments between overseas Chinese heritage language education and international Chinese education, and combines objective development environments and educational needs to summarize optimization strategies to promote the coordinated development of the two major educational undertakings. In the process of conducting overseas Chinese education, in order to promote the international education of Chinese language and the inheritance and development of Chinese culture, relevant parties should start from three aspects: unit, mode, and environment, and expand the symbiotic surface of the two major education undertakings by accurately matching the local Chinese education needs; Combining national and regional Chinese education resources, leveraging the external driving force of a symbiotic environment; Pay attention to the ecological construction of the development of Chinese education and jointly create an integrated model of mutual benefit and symbiosis.

Chinese Heritage Language Maintenance in the Context of Superdiversity

Situated in the context of migration trends toward superdiversity in Anglophone countries, this study conceptualizes Chinese heritage language (CHL) learners as complex social beings with increasingly diverse language repertories, migration histories, and socioeconomic statuses. Failing to understand such diversity in language maintenance and language shift may lead to oversimplifying the process of Chinese language maintenance and consequently perpetuating educational inequities in overseas Chinese education. The study analysed questionnaire data from 56 CHL learners who identified as dialect speakers in a New Zealand university. Findings show that CHL learners are indeed a linguistically and socioculturally diverse group. There is a clear shift towards English among participants as they approached adulthood, with some also speaking non-Chinese languages like Khmer. While Chinese dialects remain prevalent within their homes, younger generations exhibit a decrease in the number of Chinese dialects spoken. Surprisingly, Mandarin, despite being the primary language resource for Chinese education, is underutilized and tends to remain at a low proficiency level. This study concludes by offering implications to policymakers and Chinese curriculum developers to provide genuine support for maintaining and learning the Chinese language within the increasingly diverse Chinese diaspora.

Research on Blended Learning Evaluation Method of Overseas Chinese Education in the Post-epidemic Era

The spread of COVID-19 in the world has changed the way of life, economy, society, learning, and work around the world. Under the background of normalization of epidemic prevention and control, how to carry out overseas Chinese education and how to affect overseas Chinese education is an important issue with scholars in China and abroad and overseas Chinese. How to effectively deal with the international situation after the outbreak of the epidemic and how to determine the future developmental direction of overseas Chinese education is an important goal and direction that researchers need to study in depth. Based on the perspective of teaching effect evaluation of blended learning mode under the background of artificial intelligence, this article takes ASEAN Phuket Thai Chinese Schools as an example, collects relevant research data through a grounded survey method, adopts a quantitative analysis method, comprehensively judges the impact of overseas Chinese education after the outbreak of the epidemic, and puts forward systematic, comprehensive, and scientific suggestions. It is hoped that the decision-making mechanism and method innovation of overseas Chinese education in response to COVID-19 will be effectively promoted, and the effective development of overseas Chinese education will be actively promoted.

从海外华语学习者的低龄化谈华语教学之功能

Abstract The younger age trend of overseas Chinese learners points out a key goal for the research of the function of overseas Chinese education, that is, to meet the needs of learners’ growth and development. Therefore, the discussion should not be limited to the perspective of traditional teaching objectives, but expended to the learning characteristics and needs of learners. Based on the theories of children’s language function, child developmental psychology and multiple intelligences, combined with the analysis of the learning characteristics and needs of overseas Chinese learners, this paper holds that overseas Chinese education for young learners should have the functions of “developing learners’ Chinese language abilities to meet their growth needs” and “promoting the integrated development of learners’ multiple intelligences”. Furthermore, how to realize these two functions are discussed respectively.

Remembering Wang Fo-wen, Educator and Scholar A Brief Look at His Prominent Career and the Influence of John Dewey’s Educational Philosophy

Wang Fo-Wen (1903-1972) was a prominent educator in Malaysia’s education history, distinguishedin particular by an incredible career of some four decades in Malay(si)an Chinese education. Studying in the Southeast University in Nanking of China where he was trained as a bilingual educationist, Wang Fo-Wen was imbued with the teaching principles of renowned American educator John Dewey and his Chinese student Tao Hsing-chih; and upon graduation, Wang signed up for “overseas Chinese education” and was sent to British Malaya (then to Dutch Indonesia) to teach in Chinese high schools in the 1922s. This paper traces Wang Fo-Wen’s life trajectory in Malay(si)a, by examining the three vastly different, if not contrasting, roles that he assumed in Malayan Chinese education at different stages of her life, respectively as Chinese-language high school teacher in the 1920s-30s, Chinese Schools Inspector in the 1930s-50s, and as principal of Foon Yew High School, the first independent Chinese high school in the country’s post-independence education system. By looking closely at the historical contexts respectively highlighted by the “Malayan Emergency” at the turn of the 1940-50s and the introduction of a uniform national curriculum in 1956, in which Wang Wo-Fen was affectionately referred to as “Father of Teachers Training Classes” and “Pioneering Man at the Helm for Independent Chinese Schools” by the Chinese communities in Malay(si)a successively, this paper argues that Wang Fo-Wen’s views of modern education were enlightened by the philosophy of John Dewey and Tao Hsing-chih, shaped in the midst of the tumultuous times faced by Malay(si)an Chinese education, and were eventually elevated and evolved to Wang’s own unique outlook on Chinese education and teaching in Malaysia.

말레이시아 화문교육에서 지식인의 역할 -임연옥(林連玉)(1901-1985)의 생애를 중심으로-

말레이시아 화문교육에서 지식인의 역할 -임연옥(林連玉)(1901-1985)의 생애를 중심으로-

Intercultural Adaptation and Acculturation Strategies of Overseas Chinese Teachers — A Survey Study on Volunteer CPKI Chinese Teachers of 2019-2020 Term in South Korea

With the increasing demand for native Chinese teachers from all over the world, more and more Chinese teachers are going abroad. As the intercultural adaptation and adaptation strategies of these teachers directly impact the promotion of overseas Chinese education, this survey study explored the intercultural adaptation and adaptation strategies of a sample of 170 CPIK (Chinese Program In Korea) volunteer Chinese teachers of 2019-2020 term in South Korea by the approaches of interview, questionnaire and statistical analysis.<BR> Drawing upon the Integrative Theory of Cross-cultural Adaptation (Kim, 2005) and the Theory of Acculturation Strategies （Berry, 1992), this paper developed 3 questionnaires and initiated an online automatic assessment system to implement the investigation. By applying statistical software such as SPSS23.0 and AMOS 24.0, quantitative analyses were explored and findings revealed that the overall intercultural adaptation of CPIK Chinese teachers was pretty good and the group with male gender, higher education background and higher Korean proficiency evidently achieved better intercultural adaptation. Among the 7 scopes of intercultural adaptation, the Chinese teachers generally performed best in the scope of Ethic Social Communication, while performing worst in the scope of Host Social Communication. The levels of Host Social Communication and Teaching Adaptation were positively related to the status of intercultural adaptation，and the Predisposition could predict whether or not the Intercultural Transformation could be achieved. The Chinese teachers showed an evident preference to integration strategy followed by separation strategy, and those who had integration strategy preference performed best in intercultural adaptation. The findings can not only provide empirical evidence for how to improve CPIK Chinese teachers’ cross-cultural adaptability, but also offer the potential professional value for helping to train overseas Chinese teachers conveniently on a large-scale service by the online automatic assessment system developed by this research.

Cloud Synergetic Recommendation Model for Overseas Chinese Education by Modeling Multi-Source User Metaphor Information

With the deepening of global economic integration, overseas Chinese education has attracted more and more attention. How to quickly and accurately retrieve resources that meet user's personalized needs has become a key issue in the recommendation model of overseas Chinese education. To solve this problem, a cloud synergetic recommendation model for overseas Chinese education is proposed in this paper. Firstly, a user vector space with fine granularity representation is constructed by introducing multi-knowledge source emotional metaphor information. Secondly, considering the synergetic interaction among various user features, we proposed a synergetic user group recognition method based on synergetic theory. Finally, in order to improve the efficiency of resource acquisition, a recommendation model of Chinese education based on cloud computing is presented. The model proposed in this paper has certain reference significance for overseas Chinese education and online learning model.

Overseas Chinese Education in Southeast Asian Countries –Focus on Indonesia, Thailand, Malaysia and Singapore-

Purpose : This study was performed to understand the relationship between hand and mouth shapes using functional magnetic resonance imaging(fMRI). Methods : Two healthy volunteers without any previous history of physical or neurological illness were recruited. fMRI was done that volunteers was 6 repeated of natural mouth, close mouth and open mouth while power grip and pinch grip movement. Results : Cerebral cortex activation was not well observed for the natural mouth during the power grip exercise. For the closed mouth, the temporal lobe, Broca's area, the prefrontal area related to thinking and judgment, the supplementary motor area, the auditory area and Wernicke's area were activated. For the open mouth, cortical activation was also observed in the temporal lobe, Wernicke's area, the prefrontal area related to thinking and the orbital frontal area related to visual sense. During the pinch grip exercise, cortical activation was observed for the natural mouth in the primary sensory area, Wernicke's area, the primary and supplementary motor area, and the prefrontal area. For the closed mouth, cortical activation was observed in the temporal lobe, Wernicke's area, the prefrontal area related to thinking, the secondary visual area, the primary sensory area and the supplementary motor area. In the case of the open mouth, cortical activation was observed in a few parts in the temporal lobe as well as Wernicke's area, the prefrontal area related to thinking, and other areas related to visual sense such as the primary visual area, the secondary visual area and the visual association area. Conclusion : Brain was more activation for close mouth and open mouth more than natural mouth movement.

Overseas-Chinese Women and Education (华侨妇女与教育)

Traditionally, Chinese women were seen as homemakers. They were expected to stay home and to take care of their children while their husbands were out at work. The overseas Chinese in Japan were no exception. Most of the first generation who followed their husbands to Japan were housewives. Although a number of women helped out in the family business alongside their husbands, overseas-Chinese women were positioned as “stay-home mothers” and “helping wives.” This research aims to question and reposition the perception of overseas Chinese women in Japan. I utilized fieldwork, primary and secondary textual sources, and oral-history interviews to study the representation of overseas-Chinese women in Yokohama’s Chinatown. Analysis of my fieldwork materials and life stories of the overseas-Chinese women allows me to argue that the second and third generations of overseas-Chinese women in Yokohama were no ordinary housewives but pioneers in supporting overseas-Chinese education. I explored how members of a women’s Association founded and managed education services and cultural activities in the Yokohama’s Chinatown community. This research is the first English-language project that investigates the relationship between overseas-Chinese women and education. It fills in the gaps in existing literature by highlighting the role of overseas-Chinese women, the history of overseas-Chinese education, and the relationship between ethnic-Chinese identity formation and the input of overseas-Chinese women in Yokohama’s Chinatown.传统中国妇女被一向视为主妇，以在家中照顾孩子扶助丈夫为业。在日华侨妇女也并无例外: 不少跟随丈夫来日的第一代华侨妇女一般都是家庭主妇。 虽然仍一有小部分华侨妇女与丈夫一同打理家庭生意，总的来说，第一代华侨妇女被塑造为「留家母亲」及「协助丈夫的妻子」的形象。 此研究旨在提出及重新检视在日华侨妇女的角色。 笔者以亲身考察与口述历史访问的方法，以一手及二手资料佐证，探讨日本横滨中华街的华侨妇女之情况。 透过实地考察和华侨妇女们的真实故事，笔者发现第二及第三代华侨妇女经已不在单单担任持家的主妇及母亲的角色，更是推动在日华侨教育的先锋。 此研究将深入探讨横滨一华侨妇女团体成立及发展华侨教育及文化活动的历史，为首个以英文撰写有关在日华侨妇女与华侨教育发展的学术论文。，旨在填补现时学述上有关华侨研究的空隙，包括华侨妇女角色、在日华侨教育之历史及在日华侨民族认同华侨教育的关系。This article is in English.

Personalized Overseas Chinese Education Model Based on Map-Reduce Model of Cloud Computing

The rapid updates of the resources and media in the big data age provide new opportunities for oversea Chinese education. It is an urgent task to effectively use the big data to boost the development of oversea Chinese education. However, very few studies are conducted in this area. Map-Reduce is a programming model of cloud computing used for the parallel computing of the large-scale data sets and this model enables programmers to run their own programs in the distributed system. In this paper we proposed a personalized overseas Chinese education model based on Map-Reduce mechanism , which can analyze the behavioral habits and personal preferences of users from a large pool of Chinese educational resources. In this way, the customer needs can be accurately grasped and their favorite resources are recommended from huge amounts of resources. The proposed model has a good application prospect for overseas Chinese education .

Intelligent Cloud Learning Model for Online Overseas Chinese Education

With the development of Chinese economy, oversea Chinese education has been paid more and more attention. However, the overseas Chinese education resource is relatively lack because of historical reasons, which hindered further development . How to better share the Chinese education resources and provide intelligent personalized information service for overseas student is a key problem to be solved. In recent years, the rise of cloud computing provides us an opportunity to realize intelligent learning mode. Cloud computing offers some advantages by allowing users to use infrastructure, platforms and software . In this paper we proposed an intelligent cloud learning model based on cloud computing. The learning model can utilize network resources sufficiently to implement resource sharing according to the personal needs of students, and provide a good practicability for online overseas Chinese education.

Sharing Model of Online Overseas Chinese Education Resource Based on Cloud Computing

In recent years, with the sustainable and fast development of chinese economy, there has been increasing interest in overseas chinese language. As an important way of overseas chinese education, online education has been drawing more and more attention due to its simplicity and convenience. But at present, the existing chinese education resource service model is simply assigned the resources to users which can not effectively meet the practical needs of users. How to provide a personalized service is the key problem to be solved. In this paper, we proposed a sharing model of chinese education resource based on cloud computing. There are three mainly works in this paper. Firstly, user vector space is constructed based on user personal information. Secondly, synergetic neural network is presented to user group recognition. Finally, sharing model based cloud computing is presented and implemented. The proposed model in this paper provide a good practicability and a promising future for overseas chinese education.

Contending for a Claim on Civilization: The Sino-Siamese Struggle to Control Overseas Chinese Education in Siam

AbstractIn the mid-19th to early 20th century, the ancient ethnocentric concept of Chinese Civilization was challenged by European — and Japanese — imperialist conquests. The West, in particular, came with the mission of bringing enlightenment; “civilization” seemed no longer seated in the Middle Kingdom for “all under heaven” to come and admire. Even the Chinese were leaving China in great numbers to seek wealth in foreign lands and Chinese rulers felt the need to reestablish the confidence of their people — at home and in faraway lands — in the worthiness of Chinese Civilization. This is a study of the conflict between the KMT and Siamese governments over the development and control of Chinese education in Siam during the early 20th century. It will investigate how Chinese nationalism, as manifested in the KMT policy toward overseas Chinese education, infringed upon Siam's sovereignty, and how Siam, through its own desperate attempt to avoid being colonized by the Europeans, was making its own claim on Civilization through the establishment of a modern educational system for its own citizens and the overseas Chinese minority.

Contending for a Claim on Civilization: The Sino-Siamese Struggle to Control Overseas Chinese Education in Siam

Contending for a Claim on Civilization: The Sino-Siamese Struggle to Control Overseas Chinese Education in Siam

The Establishment and Development of Confucius Institute

Confucius Institute has been established in the global range. This is a brand of Chinese culture initiatives, as well as the inevitable result of the international "Chinese craze" and also the strong support for the international promotion of the Chinese .Confucius Institute for Teaching Chinese as a foreign language to the main teaching content, adopts a flexible and diverse school running management. Though this initiative there will be a wide-spread Chinese civilization, the promotion of cultural exchanges between China and foreign countries and finally will display the style and image of the Orient big country. This is very significant as to accelerate the development of overseas Chinese education and also lets the world know more about China in order to be closer to China which will be a far-reaching significance.

The Education Concerns and Political Outlook of Lim Keng Lian (1893–1968)

AbstractLim Keng Lian (1893–1968) was a prominent tea merchant in Singapore from the mid-1920s until his death. He also concerned himself with the educational needs of the Chinese in Singapore and Malaya. During the 1930s and 1940s, he worked tirelessly to raise overseas Chinese awareness of the plight of China. As a supporter of the Kuomintang, he made his mark as a leading overseas Chinese representative in the party, remaining loyal even after the KMT's defeat in 1949. Despite his dedication to the welfare of the overseas Chinese, his foray into Chinese politics and his success in the tea business, Lim remains largely neglected in overseas Chinese studies. This article mainly traces his attempts at reforming overseas Chinese education in the 1930s, his work as a community leader among the Hokkien community in Malaya, his entry into Chinese politics as a wartime parliamentarian, and his brief stint as Deputy Chairman of the Overseas Chinese Affairs Commission in China.

The Education Concerns and Political Outlook of Lim Keng Lian (1893–1968)

Lim Keng Lian (1893–1968) was a prominent tea merchant in Singapore from the mid-1920s until his death. He also concerned himself with the educational needs of the Chinese in Singapore and Malaya. During the 1930s and 1940s, he worked tirelessly to raise overseas Chinese awareness of the plight of China. As a supporter of the Kuomintang, he made his mark as a leading overseas Chinese representative in the party, remaining loyal even after the KMT's defeat in 1949. Despite his dedication to the welfare of the overseas Chinese, his foray into Chinese politics and his success in the tea business, Lim remains largely neglected in overseas Chinese studies. This article mainly traces his attempts at reforming overseas Chinese education in the 1930s, his work as a community leader among the Hokkien community in Malaya, his entry into Chinese politics as a wartime parliamentarian, and his brief stint as Deputy Chairman of the Overseas Chinese Affairs Commission in China.