Transitioning beliefs in teachers of Chinese as a foreign language: An Australian case study

Moloney, Robyn; Hui, Xu

doi:10.1080/2331186x.2015.1024960

Cited by 61 publications

(35 citation statements)

References 30 publications

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“…The findings of this study are consistent with Moloney and Xu's (2015) finding that CFL teachers struggled in their adaptation to Australian classes transitioning from traditional Chinese pedagogy to Western pedagogy and Van Tartwijk et al (2009) finding that multicultural classrooms provide additional challenges for teachers. The CFL teachers' initial confusion and struggle in managing teacher-student relationship demonstrated their -low levels of professional knowledge of intercultural pedagogy‖ (Moloney, 2013, p. 225), which may create barriers on the way of training their students to be functional users of the language they are teaching (McDonald, 2011).…”

Section: Discussionsupporting

confidence: 87%

Transformation of Chinese as a Foreign Language Teachers’ Relationship with Their Students in the Australian Context

Han¹,

Ji²,

Han³

2019

IJCE

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This study explores the transformation of teacher–student relationship between expatriate Chinese as a Foreign Language (CFL) teachers and their students situating in the Australian educational context. The disparity of tradition between the two educational cultures influences substantially on communication between teachers and students within classroom. To better understand how CFL teachers’ background educational culture may impact their interaction with Australian students, focus group discussion data were applied as the data collection method. Findings reveal that at the beginning of their teaching practice CFL teachers’ understanding of teacher–student relationship influenced by their background educational culture had major impact on their strategies in teacher–student interaction in class. However, with the progress of teaching and meantime influenced by the Australian local educational culture, their behaviors for dealing with teacher–student relationship in class changed. Basically, their ways of handling teacher–student relationship transformed from a more Eastern guanxi tendency to a more Western rapport tendency. This transformation did not occur automatically and easily; it was achieved by the CFL teachers’ struggles and tribulations in the process of interacting with their Australian students. In an era of CFL teacher shortage, it is hoped that this study would shed some light on CFL teacher education.

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Section: Discussionsupporting

confidence: 87%

Transformation of Chinese as a Foreign Language Teachers’ Relationship with Their Students in the Australian Context

Han¹,

Ji²,

Han³

2019

IJCE

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“…To facilitate interaction with other countries and promote participation in globalization since its opening up in the late 1970s, China has made tireless efforts to improve indigenous individuals' English competence (Gao, Liao, and Li 2014;Hu 2005; Wang and Gao 2008). In the last decade, however, the domination of the English language has been increasingly challenged by the growing importance of Chinese, which is increasingly being taught as an important second or foreign language in and outside China (Moloney and Xu 2015). In China, the government has been expanding its international programmes and is planning to 'attract 500,000 foreign students by 2020, almost three times the '140,000 foreign students in 2005' (Zhao, February 27, 2015).…”

Section: Introductionmentioning

confidence: 99%

The teaching of Chinese as a second or foreign language: a systematic review of the literature 2005–2015

Gong

Gao

et al. 2017

Journal of Multilingual and Multicultural Development

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This paper reports the results of a review of research articles on the teaching of Chinese as a second or foreign language published in four leading mainland Chinese journals during the years 2005-2015. The review found that Chinese language researchers are exploring a wide array of issues including language policy and planning, language learning and use, language pedagogy, teacher development and language testing. These studies report the efforts that Chinese language researchers and teachers have made to meet the explosively growing demand for Chinese language learning in the world. Furthermore, it was noted that the leading Chinese journals have become more receptive to empirical studies although a large number of non-empirical articles are still being published. Overall, research in these journals is still beset with different challenges, and there is an urgent need for more rigorous scholarship on the part of researchers. For this reason, the review concludes with suggestions for Chinese journals so that they can promote high-quality research to support the development of Chinese language education.

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“…Chinese foreign language learning (CFLL) and Chinese foreign language teaching (CFLT) have aroused an increasing number of researchers' interest in recent decades. Many studies have covered a wide range of research areas: the nature of Chinese language, the approaches and strategies on both CFLL and CFLT, and the influence of Chinese culture on CFLL (Chang, 2017;Moloney & Xu, 2015;Ramzy, 2006;Taft & Chung, 1999). One of the biggest differences between Chinese and other kinds of languages is that Chinese is a tonal language.…”

Section: Cross-cultural Learning and Second Language Learningmentioning

confidence: 99%

A Narrative Inquiry of the Influence of Canadian Pre-Service Teachers’ Chinese Language Learning on Cross-Cultural Learning Through Reciprocal Learning

Deng¹

2019

Journal of Teaching and Learning

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Cross-cultural experience plays a very important role to the growth of pre-service teachers. This narrative study explored Canadian pre-service teachers’ Chinese language learning and their cross-cultural experiences in China related to participating in a three-month international program between a university in Canada and a university in China. This study focuses on four participants’ Chinese foreign language learning and how their Chinese learning influenced their cross-cultural learning when being immersed in a Chinese language environment. The findings show that the pre-service teachers not only developed a basic level of oral language proficiency, but also developed a higher language tolerance for the learners who are non-native speakers of English. In addition, through learning Chinese, the pre-service teachers learned more about Chinese culture and developed an appreciation of different cultures which helped them develop better perceptions and attitudes toward multicultural education in Canada.

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Transitioning beliefs in teachers of Chinese as a foreign language: An Australian case study

Cited by 61 publications

References 30 publications

Transformation of Chinese as a Foreign Language Teachers’ Relationship with Their Students in the Australian Context

Transformation of Chinese as a Foreign Language Teachers’ Relationship with Their Students in the Australian Context

The teaching of Chinese as a second or foreign language: a systematic review of the literature 2005–2015

A Narrative Inquiry of the Influence of Canadian Pre-Service Teachers’ Chinese Language Learning on Cross-Cultural Learning Through Reciprocal Learning

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