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Commentary

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Interculturality in Chinese Language Education

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Abstract

Interest in the teaching and learning of Chinese has spread dramatically in the past decade. This interest has been fomented by the spread of Confucius Institutes in universities in the developed and developing world and through Chinese and non-Chinese students and teachers alike pursuing further education and research in the area. The chapters in this volume draw on empirical research to explore the intercultural dimensions of this teaching/learning experience from the perspectives of Chinese and non-Chinese teachers and learners. The studies make an important and ground-breaking contribution, taking an interculturality perspective, to understand the experiences of teachers and learners of Chinese from different educational, cultural, contextual, andgeopolitical horizons.

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References

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Author information

Authors and Affiliations

  1. School of Education, Durham University, Durham, United Kingdom

    Prue Holmes

Authors
  1. Prue Holmes
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Correspondence to Prue Holmes .

Editor information

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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Holmes, P. (2017). Commentary. 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_9

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  • DOI: https://doi.org/10.1057/978-1-137-58322-2_9

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  • Publisher Name: Palgrave Macmillan, London

  • Print ISBN: 978-1-137-58321-5

  • Online ISBN: 978-1-137-58322-2

  • eBook Packages: EducationEducation (R0)

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