Teaching and Learning Chinese in Global Contexts

Ken Cruickshank is Associate Professor in the Faculty of Education and Social Work at The University of Sydney, Australia. Linda Tsung is Senior Lecturer in the Faculty of Arts at the University of Sydney, Australia.

"This book has, for the first time, brought together specialists from around the globe to discuss issues related to the topics of learning and teaching Mandarin Chinese (Putonghua/Guoyu/Huayu) in the global contexts. Most current language-related questions, most recent discussions in Chinese L2 research, most government language policies, and most geographical areas are covered in 14 chapters. The discussions bring out the differences in Chinese L2 learning and the complexities of learning due to recognition of Mandarin Chinese as a second language - or additional/heritage/community language in various Chinese speaking communities. They point out the different needs of ethnic minorities in China, the Chinese dialect speakers in Hong Kong and Singapore, and the Chinese heritage students in various continents. Discussions in the 14 chapters invariably emphasize the needs for understanding both the general research into L2 and the specific research into the linguistic, contextual, and cultural knowledge of Mandarin Chinese, which take into account the diversity of learners, learning contexts, and varying goals. The book gives great expectation to all those concerned with the future direction of Chinese as a global, additional language." (Professor Ying-Che Li, Department of East Asian Languages and Literatures, University of Hawaii, USA) "Any child currently under 15 years of age would be well advised to learn Chinese. This volume edited by Tsung and Cruickshank provides an indispensable academic analysis to the teaching and learning of the Chinese language from a series of acknowledged experts. It is a 'must read' for all teachers and anyone concerned with the teaching of Chinese." (David S. G. Goodman, Professor of Chinese Politics, University of Sydney, Australia)"

• Chinese: The Gigantic - Up-and-Comer Joseph Lo Bianco; 1. Emerging Trends and issues in Teaching and Learning Chinese, Linda Tsung and Ken Cruickshank; 2. Changing Hierarchies in Chinese Language Education for the British Chinese Learners, Li Wei and Zhu Hua; 3. Catering for Primary School Pupils with Different Chinese Language Proficiencies in Singapore through Differentiated Curricula and Instructional Materials, Shek Kam Tse and Wei Xiong Tan; 4. Teaching and Learning (through) Putonghua: from the perspective of Hong Kong Teachers, Mark Shiu-kee Shum, Linda Tsung and Fang Gao; 5. South Asian Students' Educational Experience and Attainment: Learning Chinese as a Second / Additional Language in Hong Kong, Qunying Zhang, Linda Tsung, Ken Cruickshank, Wing-wah Ki and Mark Shiu-kee Shum; 6. Bilingual Education and Korean Minorities in China, Fang Gao; 7. Minority education for exclusion or access: Teaching Chinese as a second language in Xinjiang Uyghur Autonomous Region, Linda Tsung and Ken Cruickshank; 8. Teaching Chinese as a Foreign Language in China: A Profile, Lu Jianji and Zhao Yongxin; 9. Globalization and Language Order: Teaching Chinese as a Foreign Language in the United States, Minglang Zhou; 10. Educating Chinese Language Teachers - Some Fundamentals, Jane Orton; 11. The Development of TCSL Teacher Training in Taiwan, Yea-Fen Chen and Shih-Chang Hsin; 12. Chinese Language in the United States: An Ethnolinguistic Perspective, Xiao Yun; 13. Issues and approaches to literacy development in Chinese second language classrooms, Andrew Scrimgeour; 14. Teaching and Learning Chinese: A Research Agenda, Ken Cruickshank and Linda Tsung; Bibliography; Index.