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Palgrave Macmillan

Teacher Voices in Chinese Language Teaching

Personal Reflections on Culture

  • Book
  • © 2022

Overview

Authors:
  1. Scott Smith

    1. Morling College, Macquarie Park, Australia

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  • Takes an ethnographic approach, drawing on interviews, classroom observations, policy and curriculum analysis
  • Describes current understandings and limitations in relation to the advancement of CFL in Australian schools
  • Captures perceptions about culture and culture in language teaching through the voices of four CFL teachers

Part of the book series: Palgrave Studies in Teaching and Learning Chinese (PSTLC)

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Table of contents (5 chapters)

  1. Front Matter

    Pages i-ix
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  2. Who is Teaching Who What? Chinese as a Foreign Language Teaching in Australian Schools

    • Scott Smith
    Pages 1-31

  3. Intercultural Competence as a Goal of Language Learning: What Are Chinese Teachers Doing with Culture?

    • Scott Smith
    Pages 33-62

  4. A Way to Discover Culture in Language

    • Scott Smith
    Pages 63-92

  5. Teacher Voices on Thoughts About Language and Culture Teaching

    • Scott Smith
    Pages 93-127

  6. The Way Forward

    • Scott Smith
    Pages 129-136

  7. Back Matter

    Pages 137-145
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Keywords

About this book

This book reports the results of an ethnographic study, focusing primarily on the experiences of four teachers of the Chinese language in Australian secondary schools. The author creates an audience for their voices as they reflect on their own understandings of culture, language teaching, and culture in language teaching through semi-structured interviews, and compares these reflections with written stimulus dialogues designed to elicit 'culture-in-language' reflections, as well as curriculum and policy documents produced by the Australian government. The book's findings indicate that teachers of the Chinese language are diverse in their views on culture, language teaching, and the ways in which culture can or should inform language teaching, and the author argues that language teacher intercultural competence cannot be assessed through a synthesis of the current English-only research literature. This book will be of interest to teachers and teacher trainers of Chinese as a foreign language, as well as students and scholars of applied linguistics and language education more broadly. 

Authors and Affiliations

  • Morling College, Macquarie Park, Australia

    Scott Smith

About the author

Scott Smith is the Dean of Education at Morling College. He spent an extended period in China where he learned Mandarin and taught English.

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