Abstract
This chapter frames the history and rationale for a research-based examination of new modes of teaching and learning within Chinese as a Foreign Language (CFL). The chapter investigates the nature of innovative pedagogies, offers a brief overview of the history of the teaching of CFL, identifies the current challenges in CFL, and observes new developments emerging through recent CFL research publications. The chapter highlights three areas of teacher knowledge needed: understanding of learners, understanding of teachers themselves, and understanding of resources available which offer new opportunities. Integrating learner, teacher and technology, the chapter concludes with an overview of the studies in the volume. The chapter both disseminates innovative work being done in CFL, to create a greater circle of influence, and exemplifies an inclusive diversified and creative community of practice for CFL.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Ang, I. (2003). Together‐in‐difference: Beyond diaspora, into hybridity. Asian Studies Review, 27(2), 141–154.
Bishop, G. (1986). Innovation in education. London: Macmillan.
Byram, M. (1988). Foreign language education and cultural studies. Language, Culture and Curriculum, 1(1), 15–31.
Cole, D., & Meadows, B. (2013). Avoiding the essentialist trap in intercultural education: Using critical discourse to read nationalist ideologies. In F. Dervin & A. J. Liddicoat (Eds.), Linguistics for intercultural education, vi (Vol. 201, pp. 29–47). Amsterdam: John Benjamin Publishing Company.
Commonwealth of Australia. (2012). Australia in the Asia century. Commonwealth of Australia.
Connelly, F. M., & Clandinin, D. J. (1985). Personal practical knowledge and the modes of knowing: Relevance for teaching and learning. In E. W. Eisner (Ed.), Learning and teaching: The ways of knowing (The eighty-fourth yearbook of the national society for the study of education, pp. 174–198). Chicago: University of Chicago Press.
Corbett, J. (2003). An intercultural approach to English language teaching. Clevedon: Multilingual Matters.
Deng, Z. (2011). Confucianism, modernization and Chinese pedagogy: An introduction. Journal of Curriculum Studies, 43(5), 561–568.
Dervin, F. (2010). Assessing intercultural competence in language learning and teaching: A critical review of current efforts. In F. Dervin & E. Suomela-Salmi (Eds.), New approaches to assessment in higher education (pp. 157–173). Bern: Peter Lang.
Dervin, F. (2011). A plea for change in research on intercultural discourses: A ‘liquid’ approach to the study of the acculturation of Chinese students. Journal of Multicultural Discourses, 6(1), 37–52.
Duff, P., Anderson, T., Ilnyckyj, R., VanGaya, E., Wang, R., & Yates, E. (2013). Learning Chinese: Linguistic, sociocultural, and narrative perspectives (Vol. 5). Berlin/Boston: Walter de Gruyter.
Everson, M. E., & Shen, H. H. (Eds.). (2010). Research among learners of Chinese as a foreign language (Vol. 4). Honolulu: National Foreign Language Resource Center.
Everson, M. E., & Xiao, Y. (Eds.). (2011). Teaching Chinese as a foreign language: Theories and application (2nd ed.). Boston: Cheng & Tsui Company.
Fagerberg, J., Mowery, D. C., & Nelson, R. R. (Eds.). (2006). The Oxford handbook of innovation. Oxford: Oxford Handbooks Online.
Henderson, M., Huang, H., Grant, S., & Henderson, L. (2009). Language acquisition in second life: Improving self-efficacy beliefs. Proceedings, ASCILITE Auckland 2009. Retrieved from http://ascilite.org.au/conferences/auckland09/procs/henderson.pdf
Hu, G. (2002). Potential cultural resistance to pedagogical imports: The case of communicative language teaching in China. Language Culture and Curriculum, 15(2), 93–105.
Kao, J. (1989). Entrepreneurship, creativity and organisation. Englewood Cliffs: Prentice Hall.
Kim, C., Kim, M. K., Lee, C., Spector, J. M., & DeMeester, K. (2013). Teacher beliefs and technology integration. Teaching and Teacher Education, 29, 76–85.
Kramsch, C. (1993). Context and culture in language teaching. Oxford: Oxford University Press.
Kramsch, C. (2006). From communicative competence to symbolic competence. The Modern Language Journal, 90(2), 249–252.
Kramsch, C. (2014). Teaching foreign languages in an era of globalization: Introduction. The Modern Language Journal, 98(1), 296–311.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.
Lave, J., & Wenger, E. (2002). Legitimate peripheral participation in communities of practice. In R. Harrison, F. Reeve, A. Hanson, & J. Clarke (Eds.), Supporting lifelong learning. (Perspectives on learning, Vol. 1, pp. 111–126). London: Routledge Falmer.
Liu, Y. (2011). Pedagogic discourse and transformation: A selective tradition. Journal of Curriculum Studies, 43(5), 599–606.
Liu, G. Q., & Bianco, J. L. (2007). Teaching Chinese, teaching in Chinese, and teaching the Chinese. Language Policy, 6(1), 95–117.
Liu, Y., & Xu, Y. (2011). Inclusion or exclusion? A narrative inquiry of a language teacher’s identity experience in the ‘new work order’ of competing pedagogies. Teaching and Teacher Education, 27(3), 589–597.
Lo Bianco, J. (2013). Chinese: The gigantic up-and-comer. In L. Tsung & K. Cruikshank (Eds.), Teaching and learning Chinese in global contexts: CFL worldwide. London: Continuum.
Ma, W. (Ed.). (2014). East meets west in teacher preparation: Crossing Chinese and American borders. New York: Teachers College Press.
Ma, W., & Wang, C. (Eds.). (2014). Learner’s privilege and responsibility: A critical examination of the experiences and perspectives of learners from Chinese backgrounds in the United States (Literacy, language and learning). Charlotte: Information Age Publishing.
Maier, N. R. (1971). Innovation in education. American Psychologist, 26(8), 722.
McGinnis, S. (Ed.). (1996). Pathways to advanced skills: Chinese pedagogy: an emerging field (Vol. 2). Columbus: Ohio State Univ. National Foreign Language Resource Center.
Miles, M. B. (Ed.). (1964). Innovation in education. Teachers College Record, 66(1), 85–85. http://www.tcrecord.org/library
Moloney, R. (2013). The role of teacher communication in online collaborative language learning between a Chinese and an Australian school: A cautionary tale. Language and Intercultural Communication, 1–16. doi:10.1080/14708477.2013.776068
Moloney, R., & Xu, H. L. (2012). We are not teaching Chinese kids in Chinese context, we are teaching Australian kids in Australian schools. In: Aishah, M. K., Chan, W. M., Chi, S. W., Chin, K. N., Istanto, J. W., Nagami, M., Sew, J. W., Suthiwan, T., Walker, I. (Comps.). Culture in foreign language learning: Framing and reframing the issue (pp. 470–487). Singapore: NUS Centre for Language Studies. ISBN: 978-981-07-4758-9 (e-book).
Moloney, R., & Xu, H. L. (2015). Transitioning beliefs in teachers of Chinese as a foreign language: An Australian case study. Cogent Education 2(1). doi:10.1080/2331186X.2015.1024960
Niederhauser, D. S., Salem, D. J., & Fields, M. (1999). Exploring teaching, learning, and instructional reform in an introductory technology course. Journal of Technology and Teacher Education, 7(2), 153–172.
O’Sullivan, D., & Dooley, L. (2008). Applying innovation. Thousand Oaks: Sage publications.
Orton, J. (2008). Report on Chinese Education in Australian Schools. University of Melbourne.
Orton, J. (2011). Educating Chinese language teachers – Some fundamentals. In L. Tsung & K. Cruickshank (Eds.), Teaching and learning Chinese in global contexts: CFL worldwide (pp. 151–164). London: Continuum.
Orton, J. (2014, October 17–19). Learning a practice. Opening address, 2014 Annual forum, Educating teachers of Chinese language-creating a coherent approach. Melbourne: The University of Melbourne.
Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307–332.
Prensky, M. (2001). Digital natives, digital immigrants part 1. On the Horizon, 9(5), 1–6.
Rogers, E. M. (2003). Diffusion of innovations (5th ed.). New York: The Free Press.
Scarino, A., & Crichton, J. (2007). Why the intercultural matters to languages teaching and learning: an orientation to the ILTLP programme. Adelaide: UniSA. http://www.iltlp.unisa.edu.au/
Scarino, A., & Liddicoat, A. (2009). Teaching and learning languages: A guide. Melbourne: Curriculum Corporation.
Singh, M., & Han, J. (2014). Educating teachers of “Chinese as a local/global language”: Teaching Chinese with Australian characteristics. Frontiers of Education in China, 9(3), 403–428. doi:10.3868/s110-003-014-0032-x.
Sun, D. (2012). “Everything goes smoothly”: A case study of an immigrant Chinese language teacher’s personal practical knowledge. Teaching and Teacher Education, 28(5), 760–767.
Tsung, L., & Cruickshank, K. (Eds.). (2011). Teaching and learning Chinese in global contexts: CFL worldwide. London: Continuum.
Wallas, G. (1926). The art of thought. New York: Harcourt Brace.
Wang, D., Moloney, R., & Li, Z. (2013). Towards internationalising the curriculum: A case study of Chinese Language Teacher Education Programs in China and Australia. Australian Journal of Teacher Education, 38(9), Article 8. Available at: http://ro.ecu.edu.au/ajte/vol38/iss9/8
Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge: Cambridge University Press.
White, P., & Baldauf Jr., R. B. (2006). Re-examining Australia’s Tertiary Language Programs: A five year retrospective on teaching and collaboration. Brisbane: University of Queensland.
Windschitl, M., & Sahl, K. (2002). Tracing teachers’ use of technology in a laptop computer school: The interplay of teacher beliefs, social dynamics, and institutional culture. American Educational Research Journal, 39(1), 165–205.
Xu, H. L., & Moloney, R. (2011a). Perceptions of interactive whiteboard pedagogy in the teaching of Chinese language. Australasian Journal of Educational Technology, 27(2), 307–325.
Xu, H. L., & Moloney, R. (2011b). “It makes the whole learning experience better”: Student feedback on the use of the interactive whiteboard in learning Chinese at tertiary level. Asian Social Science, 7(11), 20–34.
Xu, H. L., & Moloney, R. (2014a). Identifying Chinese heritage learners’ motivations, learning needs and learning goals: A case study of a cohort of heritage learners in an Australian university. Language Learning in Higher Education, 4(2), 365–393, ISSN (Online) 2191-6128, ISSN (Print) 2191-611X. doi:10.1515/cercles-2014-0020
Xu, H. L., & Moloney, R. (2014b). Are they more the same or different? A case study of the diversity of Chinese learners in a mixed class at an Australian university. In: Zhou, S. M., Liu, G. Q., & Hong, L. J. (Eds.), Teaching Chinese: Challenges in a globalized world (pp. 176–216). Shanghai: Fundan University Press.
Zhou, S. M., Liu, G. Q., & Hong, L. J. (Eds.). (2014). Teaching Chinese: Challenges in a globalized world. Shanghai: Fudan University Press.
陈悦, 杨伏山. (2014). 国家汉办:未来10年孔子学院将 继续推动本土化.
高增霞. (2008). 中国国势盛衰与汉语国际化进程. 商丘师范学院学报, (1), 1–4.
顾泠沅. (1999). 寻找中间地带——在中美数学教育高级研讨会上的报告.
吕蕴鸽. (2010). 新时期对外汉语教学呈现的特点及本科教学的定位. 现代交际: 下半月, (6), 54–55.
孙德金. (2009). 五十余年对外汉语教学研究纵览. 语言教学与研究, (2), 45–53.
孙德金. (2014). 国际汉语教师个人实践性知识个案研究. 世界汉语教学, (1), 128–140.
夏日光, 郭奕. (2012). 跨文化视阈下的对外汉语教学--以海外孔子学院为例. 中南林业科技大学学报: 社会科学版, 6(2), 149–153.
张英. (2007). 对外汉语文化因素与文化知识教学研究. 汉语学习, (6), 59–65.
张西平. (2008). 世界汉语教育史的研究对象与研究方法. 世界汉语教学, (1), 122–132.
赵金铭. (2006). 从对外汉语教学到汉语国际推广 (代序). 赵金铭,李泉. 对外汉语教学研究. 北京: 商务印书馆.
赵金铭. (2010). 对外汉语教学法回视与再认识. 世界汉语教学, (2), 243–254. http://cul.sohu.com/20141209/n406769780.shtml
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2016 Springer Science+Business Media Singapore
About this chapter
Cite this chapter
Moloney, R., Xu, H.L. (2016). Taking the Initiative to Innovate: Pedagogies for Chinese as a Foreign Language. In: Moloney, R., Xu, H. (eds) Exploring Innovative Pedagogy in the Teaching and Learning of Chinese as a Foreign Language. Multilingual Education, vol 15. Springer, Singapore. https://doi.org/10.1007/978-981-287-772-7_1
Download citation
DOI: https://doi.org/10.1007/978-981-287-772-7_1
Publisher Name: Springer, Singapore
Print ISBN: 978-981-287-771-0
Online ISBN: 978-981-287-772-7
eBook Packages: EducationEducation (R0)