Chinese language, the first language spoken and used by the largest population in the world, has witnessed a significant global increase. Chinese as a Second Language (CSL) has thus received unprecedented attention, and teaching and learning of CSL have transcended the national boundary. This book reports a case study of training teachers of CSL in Australia with a significant implication to the western English-speaking countries such as Canada, New Zealand, the UK and the USA. The book is unique in several ways. On a theoretical level, the book analyses knowledge-based and competence-based teacher education, provides an in-depth examination of post-method pedagogy and deconstructs traditional aspects of second language teacher education, making a case for the new concept of "three dimensions". On a practical level, the Australian-based case study employs qualitative methods to gather the feedback from teacher educators, teacher trainees and students who are undergoing CSL training, and further reports on studies on CSL teaching practicum in local schools and abroad. Training Teachers of Chinese in Australia is a book for established scholars, researchers, educators, and research higher degree students who are interested in teacher education, second and foreign language education and Chinese as a second language (CSL).

Chinese language, the first language spoken and used by the largest population in the world, has witnessed a significant global increase. Chinese as a Second Language (CSL) has thus received unprecedented attention, and CSL teaching and learning has transcended the national boundary. This book reports a case study of training teachers of CSL in Australia with a significant implication to the Western English-speaking countries such as Canada, New Zealand, the UK and the USA. The book is unique in several ways. On a theoretical level, the book analyses knowledge-based and competence-based teacher education, provides an in-depth examination of post-method pedagogy and deconstructs traditional aspects of second language teacher education, making a case for the new concept of 'three dimensions'. On a practical level, the Australian-based case study employs qualitative methods to gather the feedback from teacher educators, teacher trainees and students who are undergoing CSL training, and further reports on studies on CSL teaching practicum in local schools and abroad. Training Teachers of Chinese in Australia is a book for established scholars, researchers, educators, and research higher degree students who are interested in teacher education, second and foreign language education and Chinese as a second language (CSL).

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.

This book explores heritage language learning, in particular Chinese Australians' learning of Chinese. The book is based on a mixed methods study which uses Bourdieu's sociological theory, and offers implications for sociologists of language and education, Chinese heritage language learners and teachers, and language an

Andy Kirkpatrick and and Zhichang Xu offer a response to the argument that Chinese students’ academic writing in English is influenced by “culturally nuanced rhetorical baggage that is uniquely Chinese and hard to eradicate.” Noting that this argument draws from “an essentially monolingual and Anglo-centric view of writing,” they point out that the rapid growth in the use of English worldwide calls for “a radical reassessment of what English is in today’s world.” The result is a book that provides teachers of writing, and in particular those involved in the teaching of English academic writing to Chinese students, an introduction to key stages in the development of Chinese rhetoric, a wide-ranging field with a history of several thousand years. Understanding this important rhetorical tradition provides a strong foundation for assessing and responding to the writing of this growing group of students.

This edited book brings together chapters from diverse geographical and educational contexts to examine the question of transnationalism in English Language teacher education. While the activities that connect people, institutions and cultural practices across the borders of nation-states have gained interest in fields such as applied linguistics, TESOL and migration studies in recent years, there has been little research so far into how transnationalism intersects with language teacher education, and how existing practices can be better integrated into teacher education programmes. The authors fill this gap by introducing and examining existing transnational practices - including cross-cultural settings, study abroad programmes and online teacher education - then offering multiple dialogues on mobility of knowledge, practice and pedagogy in teacher education. This book will be of interest to language teachers, teacher educators, and students and scholars of applied linguistics, cross-cultural studies, and migration studies.

This book provides a research-based account of how to teach and learn Chinese as a foreign language. In addition to the discussion of relevant second/foreign language research, this volume gives detailed information on ways to develop a pedagogical modelthat is uniquely suited to teaching Chinese in five key areas: pronunciation (tones and pinyin), characters and words, sentences (when and why different sentence structures are used), discourse and pragmatic competence (coherence and genre), and cultural competence. Specially written for Chinese language teachers, student teachers and applied linguists, this is the first book written in English that systematically addresses all major aspects involved in teaching and learning Chinese as a foreign language. This book covers all the fundamental grammar elements in Chinese, explains their functions in discourse and communication, and explores different strategies for teaching and engaging students in learning the language.

How teachers may be better educated for a changing global world is a challenge that faces many systems of education worldwide. This book addresses key issues of quality and change in teacher education in the context of the new public management achievement agendas which are permeating teacher education structures, cultures and programmes and the work of teacher educators internationally. Graduate schools of education in the United States and the UK, for example, are making fundamental changes in the structures, courses, programs and faculties that prepare beginning teachers each year. Drawing upon examples from the United States, United Kingdom, China, Hong Kong, Australia and elsewhere, its authors provide a unique critical overview of emerging themes and challenges of raising the quality of teaching and the quality of student learning outcomes. They suggest possible ways forward for teachers, teacher educators, researchers and policy-makers as they seek to raise the quality of teaching and student outcomes whilst sustaining their moral purposes and values of equity, inclusion and social justice. Taken together, the chapters contain informed, critical discussions of “normal education” and “teacher education” of “professional standards”, “4+2/+1” post-degree training, “PGDE versus BEd”, integration of subject specializations and professional education. Each one provides new visions of the teacher as a professional and to cultivate high quality teachers in the West and the Greater China region. For all those interested in issues of quality, change and forward movement in teacher education in contexts of policy led reform, this is a must read.

Grounded in analysis of Chinese and international educational concepts and classroom techniques currently used to teach Chinese as a Second Language, and a thorough review of recent research in the field, this volume identifies the learning challenges of the language for native English speakers. Orton and Scrimgeour assess the gap in knowledge and skills between learners’ initial and future proficiency levels as L2 Chinese speakers, map their needs as learners towards achieving a high language proficiency, and set out an informed, integrated teaching orientation and practice for the Chinese classroom that responds to those needs. Chapters in the volume address curriculum design, teaching diverse learners and levels, the learning challenges of Chinese oral and literacy skills, grammar and vocabulary, discourse development, cultural understanding, and the affordances of a visit to China. Filled with original and engaging teaching and learning tools and techniques, this book is an essential and rich content resource for primary and secondary teachers, and teacher candidates and educators in Chinese as a Second Language education.