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Identifying and Contextualising the Key Issues

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Interculturality in Chinese Language Education

Abstract

This chapter reviews current research on the intercultural component of language education and discusses its relevance for Chinese language teaching and learning. Basic concepts such as culture, identity and the very word ‘intercultural’ are problematised. The chapter highlights four aspects of Chinese language education: Chinese language ‘worlds’, diverse contexts, identities of learners and identities of teachers. Based on these diverse and changing elements within Chinese language education a perspective of ‘interculturality’ is advocated. Other chapters in this volume investigate and address, in turn, questions pertaining to Chinese language education in relation to ‘interculturality’.

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Authors and Affiliations

  1. UCL Institute of Education, University College London, London, UK

    Tinghe Jin

  2. University of Helsinki, Helsinki, Finland

    Fred Dervin

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  1. Tinghe Jin
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  2. Fred Dervin
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Correspondence to Tinghe Jin .

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Editors and Affiliations

  1. UCL - University College London , London, United Kingdom

    Tinghe Jin

  2. Department of Teacher Education, University of Helsinki, Helsinki, Finland

    Fred Dervin

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Jin, T., Dervin, F. (2017). Identifying and Contextualising the Key Issues. In: Jin, T., Dervin, F. (eds) Interculturality in Chinese Language Education. Palgrave Studies on Chinese Education in a Global Perspective. Palgrave Macmillan, London. https://doi.org/10.1057/978-1-137-58322-2_1

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  • DOI: https://doi.org/10.1057/978-1-137-58322-2_1

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