Abstract
This chapter situates this study into meeting the professional learning needs of beginning teacher-researchers of 中文 (Zhōngwén/Chinese) to educate emergent bilinguals in English-speaking schools of multilingual Australia. The overview of recent research on the education of emergent bilingual students learning of 中文 (Zhōngwén/Chinese) and biliteracy education indicates the significance of studying emergent bilingual school students in Australia regarding their learning 中文 (Zhōngwén/Chinese), bilingual education, and biliteracy development. This chapter expounds the necessity for teachers to get to know emergent bilingual students, their language learning strategies, using their funds of knowledge in English as the corpus for teaching 中文 (Zhōngwén/Chinese), and adopting English/Chinese translanguaging pedagogies. Overall, the first chapter provides readers with an educational rationale for this bilingual education research, the historical background of multilingual Australia, the merits of learning spoken Chinese, as well as defining the theoretical framework for this study.
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Han, Y., Ji, X. (2022). Making Meaning of 中文 (Zhōngwén/Chinese) as a Local/Global Language. In: Postmonolingual Transnational Chinese Education. Palgrave Studies in Teaching and Learning Chinese. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-031-15153-8_1
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