Abstract
This chapter examines the 中文 (Zhōngwén/Chinese) teachers’ linguistic resourcing practices in their classes in Australia since linguistic resources play an important part in a language class. Through critical examination of data, a tension between monolingual and multilingual mindsets in choosing resources for Chinese education in Australian contexts has been revealed. Thus, for Australian students’ benefits, it proposes that Chinese teachers could start with generating teaching/learning content from students’ daily authentic activities, which enlightened a direction for Chinese curriculum construction in the Australian context and beyond.
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Han, Y., Ji, X. (2022). Paradox in Resources for 中文 (Zhōngwén/Chinese) Education. 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_5
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