Exploring Innovative Pedagogy in the Teaching and Learning of Chinese as a Foreign Language: 15 (Multilingual Education) - Tapa blanda

Acerca del autor

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.

De la contraportada

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.