This book examines Transnational Chinese Language Education (TCLE) in the Australian context. Taking a post-monolingual perspective, the authors examine Chinese teachers’ monolingual and multilingual practices and mindsets in their educational practices. They find that a Chinese-centric monolingual mindset dominates the Chinese teachers, while a multilingual mindset permeates in their classroom teaching, creating an unconscious tension between the two perspectives. The book proposes that it is the responsibility of teacher educators to train future Chinese teachers with an awareness of this issue, as well as suitable strategies to overcome it and be efficient language teachers. This book will be of interest to applied linguists, pre-service and in-service language teachers, as well as students and scholars of Teaching Chinese to Speakers of Other Languages (TCSOL).
Cuprins
Chapter 1: Introduction.- Chapter 2: Research on Medium of Instruction in Teaching Chinese as a Foreign Language Classes.- Chapter 3: Postmonolingual Theory.- Chapter 4: Post-monolingual Languaging in CFL Teachers’ Medium of Instruction.- Chapter 5: Post-monolingual Resourcing in CFL Teaching.- Chapter 6: Post-monolingual Theorizing in CFL Teaching.- Chapter 7: Conclusion: Postmonolingual CFL Teacher Education.Despre autor
Yu Han is a Lecturer at Nanfang College, Guangzhou, China. She holds a Ph D from Western Sydney University, supported by the China Scholarship Council (CSC). She specializes in studies of language teacher education. As a bilingual, she has publications in both English and Chinese journals.Xiaoyan Ji is a Ph D candidate and higher degree researcher in School of Education, The University of Sydney, Australia. His research interests are language education and language teacher development. As a bilingual, he has publications in both English and Chinese journals.
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