Buch, Englisch, 232 Seiten, Format (B × H): 156 mm x 234 mm, Gewicht: 453 g
Teaching and learning Chinese as a second language in China
Buch, Englisch, 232 Seiten, Format (B × H): 156 mm x 234 mm, Gewicht: 453 g
Reihe: Education and Society in China
ISBN: 978-0-415-70976-7
Verlag: Taylor & Francis Ltd
Students from language minority backgrounds in China face the challenge of predominant Chinese medium of instruction in order to reach a level of Chinese language proficiency. This can be illustrated by two particular cases: ethnic Koreans in North-eastern China and South Asians (e.g. Indian, Pakistani, and Nepalese) in Southern China – Hong Kong.
This book takes a comparative perspective to examine identity, power and L2 Chinese teaching and learning for the two ethnic groups in order to (1) examine various political, socioeconomic, cultural, and ideological factors socially/institutionally constructing Chinese language teaching and learning; (2) examine the initiation and implementation of contextually-dependent language-in-education policies; (3) explore language subject teachers’ self-identification and teaching beliefs; and (4) explore minority students’ imagined identities and individual investment in L2 Chinese learning.
Zielgruppe
Postgraduate and Professional
Autoren/Hrsg.
Weitere Infos & Material
Introduction: Power, identity, and second language acquisition Part One: Hegemonic discourses in the societal contexts 1. ‘Model minority’ 2. ‘Non-Chinese-speakers’ Summary: Comparison and reflection Part Two: Language as symbolic capital and language-in-education policies 3. A maintenance bilingual education 4. A separate or submersion language education system Summary: Comparison and reflection Part Three: Teaching L2 Chinese: Teacher identity and teaching beliefs 5. Teachers as linguistic torchbearers and cultural transmitters 6. Putonghua vs. ‘performative’ aspects of Korean culture Summary: Comparison and reflection Part Four: Imagined identity and investment in L2 Chinese 7. Being ‘bilingual Korean-Chinese’ to measure up to ‘model minority’ 8. Being ‘competent multilinguals’ against ‘NCS’ stereotype Summary: Comparison and reflection Conclusion and implications for Chinese language education in the multicultural/multilingual context
