Danping Wang is a Senior Lecturer of Chinese at the University of Auckland in New Zealand with nearly 20 years of experience teaching Chinese as a second language. She has developed new courses and teaching resources for learners of Chinese at all levels at prestigious universities such as Renmin University, Beijing Foreign Studies University, the University of Hong Kong, and the Hong Kong Vocational Training Council. Dr Wang's dedication to Chinese language teaching has been recognised with the Teaching Excellence Award in Hong Kong. Her research interests lie in integrating pluriversal epistemologies in Chinese language teaching, as well as exploring innovative teaching approaches through the theoretical perspectives of translanguaging and multimodality. She has secured major research grants funded by the Hong Kong Research Grants Council and is currently leading a Marsden Fund project supported by the Royal Society of New Zealand. In recognition of her contributions to promoting multiculturalism and Asian language education, the Faculty of Arts has awarded her an Early Career Research Excellence Award. Martin East is Professor of Language Education and current Head of the School of Cultures, Languages and Linguistics, the University of Auckland, New Zealand.  Prior to this, he was for ten years a language teacher educator in the University’s Faculty of Education and Social Work. Before settling in New Zealand at the turn of the century, he was a high school teacher and Head of Languages in the UK. His practical experiences over many years have informed his research interests, which include innovative practices in language pedagogy and challenges for additional language learning in English-dominant contexts.  He is the author of numerous publications in the field of language pedagogy and assessment.  Two books, Task-Based Language Teaching from the Teachers’ Perspective (John Benjamins, 2012) and Assessing Foreign Language Students’ Spoken Proficiency (Springer, 2016) focus on stakeholder perspectives on significant curriculum and assessment reforms in New Zealand’s high schools.

• Part I History and Overview.- 1. Teaching Chinese in the Anglophone World: An Overview of the New Zealand Case.- 2. Chinese as a Heritage Language in New Zealand: A Historical Overview.- 3. The Teaching of Mandarin Chinese in New Zealand’s Schools: Where Have We Come From? Where Are We Now? Where Are We Going?.- 4. The Journeys of the Confucius Institutes in New Zealand: The What, the Why, the How, the Challenges.- 5. Teaching Classical Chinese at New Zealand Universities: A Languacultural Perspective.- Part II Chinese as a Heritage Language.- 6. Identity and Practicality: Complex Factors Influencing Chinese Immigrant Children’s Heritage Language Learning in Aotearoa New Zealand.- 7. The Role of Heritage Culture and Language Learning in Nurturing Gifted Chinese Students in New Zealand schools.- 8. Heritage Language Learners’ Intercultural Communicative Competence Development and Identity Exploration in the New Zealand Secondary School Context.- 9. Identity and Investment in ChineseLanguage Learning: Perspectives from Dialect-Background Heritage Learners in New Zealand.- Part III Chinese Language Teachers and Teaching.- 10. Creating a Sustainable Mandarin Language Programme in an Aotearoa New Zealand primary school: Complexities and Achievement.- 11. Privileging Māori and Chinese: Translanguaging in Chinese as an Additional Language Teaching in Aotearoa New Zealand.- 12. Teaching Chinese in New Zealand Secondary Schools: What Teachers Say about Grammar Teaching?.- 13. Preservice Chinese Language Teachers’ Conceptions of Assessment in New Zealand.- Jiani Yun, Mary Hill, Christine Biebricher.- 14. Chinese Language Teachers’ Beliefs about Language Pedagogy in New Zealand Universities.- 15. Teaching Chinese Heritage children in New Zealand to Read Chinese Characters in a Community School through a Progressive Character Reading Method.- 16. A Think-aloud Method for Developing Pedagogies for Teaching Chinese Characters to New Zealand Tertiary Students.- Part IV Distance Learning and Study Abroad.- 17. New Zealand Learners and Chinese Tutors Co-constructing Learning/teaching Environments in Videoconferencing Session.- 18. Enhancing a Distance Chinese Teaching Course in New Zealand.- 19. Virtual Peer Mentoring for Language Teacher Professional Development: A Framework towards the Aotearoa/New Zealand Context.- 20. Virtual Study Abroad Language Programmes: An Inferior Stand-in or a Promising Opportunity? .- 21. A Sociocultural Study of Learning Strategies of New Zealand Learners of Chinese during Study Abroad.- 22. Wayfinding for Chinese Language Education Research.

Danping Wang is a Senior Lecturer of Chinese at the University of Auckland in New Zealand with nearly 20 years of experience teaching Chinese as a second language. She has developed new courses and teaching resources for learners of Chinese at all levels at prestigious universities such as Renmin University, Beijing Foreign Studies University, the University of Hong Kong, and the Hong Kong Vocational Training Council. Dr Wang's dedication to Chinese language teaching has been recognised with the Teaching Excellence Award in Hong Kong. Her research interests lie in integrating pluriversal epistemologies in Chinese language teaching, as well as exploring innovative teaching approaches through the theoretical perspectives of translanguaging and multimodality. She has secured major research grants funded by the Hong Kong Research Grants Council and is currently leading a Marsden Fund project supported by the Royal Society of New Zealand. In recognition of her contributions to promoting multiculturalism and Asian language education, the Faculty of Arts has awarded her an Early Career Research Excellence Award. Martin East is Professor of Language Education and current Head of the School of Cultures, Languages and Linguistics, the University of Auckland, New Zealand.  Prior to this, he was for ten years a language teacher educator in the University’s Faculty of Education and Social Work. Before settling in New Zealand at the turn of the century, he was a high school teacher and Head of Languages in the UK. His practical experiences over many years have informed his research interests, which include innovative practices in language pedagogy and challenges for additional language learning in English-dominant contexts.  He is the author of numerous publications in the field of language pedagogy and assessment.  Two books, Task-Based Language Teaching from the Teachers’ Perspective (John Benjamins, 2012) and Assessing Foreign Language Students’ Spoken Proficiency (Springer, 2016) focus on stakeholder perspectives on significant curriculum and assessment reforms in New Zealand’s high schools.

• Part I History and Overview.- 1. Teaching Chinese in the Anglophone World: An Overview of the New Zealand Case.- 2. Chinese as a Heritage Language in New Zealand: A Historical Overview.- 3. The Teaching of Mandarin Chinese in New Zealand’s Schools: Where Have We Come From? Where Are We Now? Where Are We Going?.- 4. The Journeys of the Confucius Institutes in New Zealand: The What, the Why, the How, the Challenges.- 5. Teaching Classical Chinese at New Zealand Universities: A Languacultural Perspective.- Part II Chinese as a Heritage Language.- 6. Identity and Practicality: Complex Factors Influencing Chinese Immigrant Children’s Heritage Language Learning in Aotearoa New Zealand.- 7. The Role of Heritage Culture and Language Learning in Nurturing Gifted Chinese Students in New Zealand schools.- 8. Heritage Language Learners’ Intercultural Communicative Competence Development and Identity Exploration in the New Zealand Secondary School Context.- 9. Identity and Investment in ChineseLanguage Learning: Perspectives from Dialect-Background Heritage Learners in New Zealand.- Part III Chinese Language Teachers and Teaching.- 10. Creating a Sustainable Mandarin Language Programme in an Aotearoa New Zealand primary school: Complexities and Achievement.- 11. Privileging Māori and Chinese: Translanguaging in Chinese as an Additional Language Teaching in Aotearoa New Zealand.- 12. Teaching Chinese in New Zealand Secondary Schools: What Teachers Say about Grammar Teaching?.- 13. Preservice Chinese Language Teachers’ Conceptions of Assessment in New Zealand.- Jiani Yun, Mary Hill, Christine Biebricher.- 14. Chinese Language Teachers’ Beliefs about Language Pedagogy in New Zealand Universities.- 15. Teaching Chinese Heritage children in New Zealand to Read Chinese Characters in a Community School through a Progressive Character Reading Method.- 16. A Think-aloud Method for Developing Pedagogies for Teaching Chinese Characters to New Zealand Tertiary Students.- Part IV Distance Learning and Study Abroad.- 17. New Zealand Learners and Chinese Tutors Co-constructing Learning/teaching Environments in Videoconferencing Session.- 18. Enhancing a Distance Chinese Teaching Course in New Zealand.- 19. Virtual Peer Mentoring for Language Teacher Professional Development: A Framework towards the Aotearoa/New Zealand Context.- 20. Virtual Study Abroad Language Programmes: An Inferior Stand-in or a Promising Opportunity? .- 21. A Sociocultural Study of Learning Strategies of New Zealand Learners of Chinese during Study Abroad.- 22. Wayfinding for Chinese Language Education Research.

Danping Wang is a Senior Lecturer of Chinese at the University of Auckland in New Zealand with nearly 20 years of experience teaching Chinese as a second language. She has developed new courses and teaching resources for learners of Chinese at all levels at prestigious universities such as Renmin University, Beijing Foreign Studies University, the University of Hong Kong, and the Hong Kong Vocational Training Council. Dr Wang's dedication to Chinese language teaching has been recognised with the Teaching Excellence Award in Hong Kong. Her research interests lie in integrating pluriversal epistemologies in Chinese language teaching, as well as exploring innovative teaching approaches through the theoretical perspectives of translanguaging and multimodality. She has secured major research grants funded by the Hong Kong Research Grants Council and is currently leading a Marsden Fund project supported by the Royal Society of New Zealand. In recognition of her contributions to promoting multiculturalism and Asian language education, the Faculty of Arts has awarded her an Early Career Research Excellence Award. Martin East is Professor of Language Education and current Head of the School of Cultures, Languages and Linguistics, the University of Auckland, New Zealand.  Prior to this, he was for ten years a language teacher educator in the University’s Faculty of Education and Social Work. Before settling in New Zealand at the turn of the century, he was a high school teacher and Head of Languages in the UK. His practical experiences over many years have informed his research interests, which include innovative practices in language pedagogy and challenges for additional language learning in English-dominant contexts.  He is the author of numerous publications in the field of language pedagogy and assessment.  Two books, Task-Based Language Teaching from the Teachers’ Perspective (John Benjamins, 2012) and Assessing Foreign Language Students’ Spoken Proficiency (Springer, 2016) focus on stakeholder perspectives on significant curriculum and assessment reforms in New Zealand’s high schools.

• Part I History and Overview.- 1. Teaching Chinese in the Anglophone World: An Overview of the New Zealand Case.- 2. Chinese as a Heritage Language in New Zealand: A Historical Overview.- 3. The Teaching of Mandarin Chinese in New Zealand’s Schools: Where Have We Come From? Where Are We Now? Where Are We Going?.- 4. The Journeys of the Confucius Institutes in New Zealand: The What, the Why, the How, the Challenges.- 5. Teaching Classical Chinese at New Zealand Universities: A Languacultural Perspective.- Part II Chinese as a Heritage Language.- 6. Identity and Practicality: Complex Factors Influencing Chinese Immigrant Children’s Heritage Language Learning in Aotearoa New Zealand.- 7. The Role of Heritage Culture and Language Learning in Nurturing Gifted Chinese Students in New Zealand schools.- 8. Heritage Language Learners’ Intercultural Communicative Competence Development and Identity Exploration in the New Zealand Secondary School Context.- 9. Identity and Investment in ChineseLanguage Learning: Perspectives from Dialect-Background Heritage Learners in New Zealand.- Part III Chinese Language Teachers and Teaching.- 10. Creating a Sustainable Mandarin Language Programme in an Aotearoa New Zealand primary school: Complexities and Achievement.- 11. Privileging Māori and Chinese: Translanguaging in Chinese as an Additional Language Teaching in Aotearoa New Zealand.- 12. Teaching Chinese in New Zealand Secondary Schools: What Teachers Say about Grammar Teaching?.- 13. Preservice Chinese Language Teachers’ Conceptions of Assessment in New Zealand.- Jiani Yun, Mary Hill, Christine Biebricher.- 14. Chinese Language Teachers’ Beliefs about Language Pedagogy in New Zealand Universities.- 15. Teaching Chinese Heritage children in New Zealand to Read Chinese Characters in a Community School through a Progressive Character Reading Method.- 16. A Think-aloud Method for Developing Pedagogies for Teaching Chinese Characters to New Zealand Tertiary Students.- Part IV Distance Learning and Study Abroad.- 17. New Zealand Learners and Chinese Tutors Co-constructing Learning/teaching Environments in Videoconferencing Session.- 18. Enhancing a Distance Chinese Teaching Course in New Zealand.- 19. Virtual Peer Mentoring for Language Teacher Professional Development: A Framework towards the Aotearoa/New Zealand Context.- 20. Virtual Study Abroad Language Programmes: An Inferior Stand-in or a Promising Opportunity? .- 21. A Sociocultural Study of Learning Strategies of New Zealand Learners of Chinese during Study Abroad.- 22. Wayfinding for Chinese Language Education Research.