Overview

This book calls for a change in the way interculturality is introduced in Chinese language education, while the demand for Chinese language teaching increases around the world. The concept of culture – as in the phrase ‘Chinese culture’ – has often been one of the main emphases of Chinese language education, providing students with facts about China and ‘recipes’ on how to meet Chinese people and how to behave like them. However, Chinese culture, like all cultures, does not constitute a closed system, but is constantly evolving and exchanging with other cultures. This unique volume comprises studies from around the world that promote intercultural awareness, dialogue, and encounters in Chinese language education. Written in a clear and readable style, this book will appeal to a diverse readership, from practising and training teachers of Chinese, to researchers interested in language and intercultural education.

Full Product Details

Author:   Tinghe Jin ,  Fred Dervin
Publisher:   Palgrave Macmillan
Imprint:   Palgrave Macmillan
Edition:   1st ed. 2017
Weight:   3.645kg
ISBN:  

9781137583215

ISBN 10:   1137583215
Pages:   185
Publication Date:   11 July 2017
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Hardback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

Chapter 1. Identifying and Contextualising the Key Issues; Jin Tinghe and Fred Dervin.- Chapter 2. Bringing Interculturality into the Chinese-as-a-Foreign-Language Classroom; Wang Jiayi.- Chapter 3. Developing Intercultural Competence Through Study Abroad Programmes in China: An Analysis of Student Experiences at Two British Universities; Wang Jiayi and Guo Zhiyan.- Chapter 4. The Construction of Interculturality: a Study of Chinese as Heritage Language Teachers in Canada; Pan Mengting and Wang Shujiao.- Chapter 5. Becoming Professional: Exploring Identity Construction of Non-Native CFL Teachers; Zhang Chun and Wang Danping.- Chapter 6. Chinese Community Schools in England as Intercultural Educational Spaces: Pupils’, Parents’ and Teachers’ Constructions of the Chinese Language; Sara Ganassin.- Chapter 7. Developing Intercultural Competence through Cultural Activities in London Chinese Complementary Schools; Wang Danlu.- Chapter 8. Moving between Diverse Cultural Contexts: How Important is Intercultural Learning to Chinese Heritage Language Learners?; Xu Huiling and Robyn Moloney.

Reviews

ICLE is an inspiring and mind-opening read for those who are interested in the complex and evolving field of Chinese language education. It definitely provides insights for Chinese language teachers on the cultural identities and intercultural awareness of their students and themselves with the ultimate goal of developing a more efficient cultural-related pedagogy. (Ziyi Geng, Chinese as a Second Language, Vol. 53 (1), 2018)

Author Information

Jin Tinghe is the founding president of the Chinese Educational Research Association in the UK. She was a Chinese language and literature teacher in China. She completed her PhD as a Centenary Scholar at UCL Institute of Education. Her research specialises in intercultural education, specifically in relation to the teaching and learning of Chinese.  Fred Dervin is Professor of Multicultural Education at the University of Helsinki, Finland. He also holds other professorships in Australia, Canada, China, Luxembourg and Malaysia and has widely published on identity, interculturality and mobility/migration in different languages.

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