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Exploring Innovative Pedagogy in the Teaching and Learning of Chinese as a Foreign Language

  • Book
  • © 2016

Overview

Editors:
  1. Robyn Moloney

    1. Faculty of Human Sciences, School of Education, Macquarie University, Sydney, Australia

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    You can also search for this editor in PubMed   Google Scholar

  2. Hui Ling Xu

    1. Faculty of Arts, Department of International Studies, Macquarie University, Sydney, Australia

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    You can also search for this editor in PubMed   Google Scholar

  • Provides the first collection of urgently needed innovative pedagogies for the Chinese language teacher community, for use in many international teaching contexts
  • The first book to offer studies on Chinese language teaching and learning with an explicit focus on the three crucial areas: learners, teachers and technologies
  • Features research-based classroom studies of interest and practical value to practitioners, researchers, and teacher educators
  • Positions the teaching of Chinese as a foreign language within the broader context of contemporary theoretical changes in education and language pedagogy by considering intercultural language learning and the use of technologies in language learning

Part of the book series: Multilingual Education (MULT, volume 15)

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Table of contents (14 chapters)

  1. Front Matter

    Pages i-x
    Download chapter PDF

  2. Taking the Initiative to Innovate: Pedagogies for Chinese as a Foreign Language

    • Robyn Moloney, Hui Ling Xu
    Pages 1-17

  3. Australian Language Policy and the Learning and Teaching of Chinese

    • Martina Möllering
    Pages 19-37

  4. Principles and Innovation Design: CLIL Units in Chinese

    • Jane Orton, Xia Cui
    Pages 39-60

  5. Fostering Effective CFL Education Through Autonomous Learning: Learners’ Perspectives

    • Danping Wang
    Pages 61-76

  6. Maximising Language Socialization and Learning Strategies Through Study Abroad in China

    • Linda Tsung, Penny Wang Hooper
    Pages 77-95

  7. Intercultural Competence in Tertiary Learners of Chinese as a Foreign Language: Analysis of an Innovative Learning Task

    • Robyn Moloney, Hui Ling Xu
    Pages 97-114

  8. Developing Interculturally-Oriented Teaching Resources in CFL: Meeting the Challenge

    • Adriana Raquel Díaz
    Pages 115-135

  9. 取长补短: Complementary Peer Learning in the Multilingual L2 Chinese Classroom Through Tandem Translation

    • Isabel Tasker
    Pages 137-155

  10. Teacher Personal Practical Knowledge as a Foundation for Innovative Practice: Narratives of Returnee Teachers of CFL in Overseas Contexts

    • Hui Ling Xu, Robyn Moloney
    Pages 157-176

  11. CFL Teacher Identity Construction: A Core Element of Future Innovative Practice

    • Zhen Li
    Pages 177-192

  12. The Innovation and Challenge of a Content and Language Integrated Learning Approach to CFL in One Australian Primary School

    • Lesley Harbon, Ruth Fielding, Jianlian Liang
    Pages 193-211

  13. Task-Based Chinese as a Foreign Language (CFL) in Second Life for Beginner Learners and Educators

    • Sarah Pasfield-Neofitou, Scott Grant, Hui Huang
    Pages 213-233

  14. Digital Tools for Chinese Character Acquisition and Their Impact on Student Motivation

    • Anne E. McLaren, Mat Bettinson
    Pages 235-251

  15. Innovative Learning Design for Online Language Learning: A Systems Design Framework

    • Yuping Wang
    Pages 253-271
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Keywords

About this book

Teachers of Chinese as a foreign language in many international contexts are searching for pedagogic solutions to promote effective learning. Models of innovative and successful approaches are urgently needed. This volume presents a collection of compelling and empirically rich research studies that showcases innovative developments in the practice of teaching Chinese as a foreign language. The studies focus on three interrelated areas: learners, teachers, and applications of new technologies. Specifically, the studies explore methods for fostering learner-centred classrooms, autonomous learners, intercultural learning, the role of teacher views and identities, the nature of a ‘middle ground’ approach, and technologies that accommodate the unique aspects of the Chinese language, with new options for mobile and interactive learners. Providing both inspiration and practical models for language practitioners and researchers, it offers a vital resource for teachers’ professional development, and for pre-service teacher education.

Editors and Affiliations

  • Faculty of Human Sciences, School of Education, Macquarie University, Sydney, Australia

    Robyn Moloney

  • Faculty of Arts, Department of International Studies, Macquarie University, Sydney, Australia

    Hui Ling Xu

About the editors

Robyn Moloney is a Senior Lecturer in the School of Education, Macquarie University. She teaches Languages Methodology to pre-service language teachers, and supervises doctoral projects in language issues. Her research interests focus on language teacher development, intercultural learning, heritage language learners, and Chinese language education in Australia. She has many years’ previous experience as a secondary school teacher of various languages.

Dr Hui Ling Xu is a Senior Lecturer of Chinese Studies in the Department of International Studies at Macquarie University, Sydney. She has extensive tertiary foreign language teaching experience and broad research interests including descriptive linguistics, second language acquisition, teaching Chinese as a foreign language, Chinese heritage language education, and the use of innovative education technology.

Bibliographic Information

  • Book Title: Exploring Innovative Pedagogy in the Teaching and Learning of Chinese as a Foreign Language

  • Editors: Robyn Moloney, Hui Ling Xu

  • Series Title: Multilingual Education

  • DOI: https://doi.org/10.1007/978-981-287-772-7

  • Publisher: Springer Singapore

  • eBook Packages: Education, Education (R0)

  • Copyright Information: Springer Science+Business Media Singapore 2016

  • Hardcover ISBN: 978-981-287-771-0Published: 17 November 2015

  • Softcover ISBN: 978-981-10-1307-2Published: 23 August 2016

  • eBook ISBN: 978-981-287-772-7Published: 07 November 2015

  • Series ISSN: 2213-3208

  • Series E-ISSN: 2213-3216

  • Edition Number: 1

  • Number of Pages: X, 271

  • Number of Illustrations: 23 b/w illustrations

  • Topics: Language Education, Chinese, Teaching and Teacher Education

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