About this book
‘Using real-life examples of practice in classrooms, the authors provided many great ideas and practical strategies to improve students' achievement in Chinese language study.’
—Maria Xu, President of the Chinese Language Teachers’ Association, Australia.
‘This book offers teachers’ solutions to all the current challenges in Languages education: continuity from primary to secondary, differentiation, motivation, and building communities which value language study. It is an important new resource for teachers, for supporting both better pedagogy and advocacy.’
—Merryl Wahlin, Languages Consultant at the Association of Independent Schools of New South Wales, Australia
This book presents the principles of quality teaching in Chinese, as exemplified in case studies of primary and secondary school classrooms. Drawing on data from five Australian schools, the authors identify the key practices necessary to produce a quality learning experience for students. The book offers a thorough grounding in the issues involved in teaching different age groups, and many practical strategies, including a comprehensive overview of digital technologies for teaching and learning Chinese. It will provide a valuable resource for students and scholars of applied linguistics, in addition to supporting teacher training and professional development.
Robyn Moloney is Senior Lecturer in Educational Studies at Macquarie University, Australia. Her research interests include teacher education, narrative enquiry, intercultural competences and Chinese language education, reflected in her publication output.
Hui Ling Xu is Senior Lecturer in International Studies at Macquarie University, Australia. Her research interests include linguistics, second language acquisition, pedagogy, intercultural communication. She has published extensively in the development of Chinese language teaching in Australia's secondary and tertiary context.
intercultural learning Chinese foreign language pedagogical models teacher professional learning school based pedagogy professional development Chinese language learning content and language integrated learning (CLIL) school case studies music-based language pedagogy heritage learners Quality Teaching Framework task-based learning technology-enhanced pedagogy community of practice
- DOI https://doi.org/10.1007/978-3-319-89372-3
- Copyright Information The Editor(s) (if applicable) and The Author(s) 2018
- Publisher Name Palgrave Pivot, Cham
- eBook Packages Social Sciences Social Sciences (R0)
- Print ISBN 978-3-319-89371-6
- Online ISBN 978-3-319-89372-3
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