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

  • Robyn Moloney
  • Hui Ling Xu

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

Table of contents

  1. Front Matter
    Pages i-x

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.


CFL pedagogy Chinese Language and culture Chinese as a foreign language Chinese language and linguistics Constructivist education Content and language integrated learning in Chinese Effective Chinese language education Foreign language learning and teaching Immersion Chinese language program Innovative language pedagogy Intercultural competence Intercultural language learning Language policy in Australia Learner autonomy New Technologies in Chinese language learning Pedagogy for Chinese as a foreign language Reflective practitioner teachers in CFL Sociocultural learning in acquiring Chinese language Teaching Chinese in overseas contexts The role of teacher knowledge in Chinese as a foreign language

Editors and affiliations

  • Robyn Moloney
    • 1
  • Hui Ling Xu
    • 2
  1. 1.Faculty of Human Sciences, School of EducationMacquarie UniversitySydneyAustralia
  2. 2.Faculty of Arts, Department of International StudiesMacquarie UniversitySydneyAustralia

Bibliographic information

  • DOI
  • Copyright Information Springer Science+Business Media Singapore 2016
  • Publisher Name Springer, Singapore
  • eBook Packages Education Education (R0)
  • Print ISBN 978-981-287-771-0
  • Online ISBN 978-981-287-772-7
  • Series Print ISSN 2213-3208
  • Series Online ISSN 2213-3216
  • Buy this book on publisher's site