A Transdisciplinary Approach to Chinese and Japanese Language Teaching illustrates how the transdisciplinary approach to second language acquisition (SLA) centers around collaboration to provide a learning-conducive environment with rich semiotic resources for second/foreign language learners.

The volume consists of 14 chapters from leading experts in SLA and Chinese and Japanese language educators from Canada, China, Japan, the United Kingdom, and the United States of America. As a first work of its kind, the contributions feature both theoretical interpretations of transdisciplinary concepts that can apply to Chinese/Japanese as a second language learning and case studies showcasing how college-level Chinese and Japanese language educators design and implement pedagogical projects in collaboration with partners across languages, disciplines, communities, and borders by adopting a transdisciplinary perspective to analyze students’ learning outcomes.

This book will benefit researchers, administrators, educators, and teacher educators in higher education with an interest in world language education and interdisciplinary and project-based teaching.

A Transdisciplinary Approach to Chinese and Japanese Language Teaching illustrates how the transdisciplinary approach to second language acquisition (SLA) centers around collaboration to provide a learning-conducive environment with rich semiotic resources for second/foreign language learners.

The volume consists of 14 chapters from leading experts in SLA and Chinese and Japanese language educators from Canada, China, Japan, the United Kingdom, and the United States of America. As a first work of its kind, the contributions feature both theoretical interpretations of transdisciplinary concepts that can apply to Chinese/Japanese as a second language learning and case studies showcasing how college-level Chinese and Japanese language educators design and implement pedagogical projects in collaboration with partners across languages, disciplines, communities, and borders by adopting a transdisciplinary perspective to analyze students’ learning outcomes.

This book will benefit researchers, administrators, educators, and teacher educators in higher education with an interest in world language education and interdisciplinary and project-based teaching.