Linguistic theories and teaching Chinese as a second language

Jing–Schmidt, Zhuo; Peng, Xinjia

doi:10.4324/9781315670706-4

Cited by 6 publications

(1 citation statement)

References 40 publications

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“…Over the past few years, the global propagation of the Chinese language and its culture has gained momentum. Scholars (both national in Kenya and international) with expertise or interest in the area have diverted their focus to explain the new trends in this emerging field of study (Chún & Thunø, 2014;Jing-Schmidt & Peng, 2018;King, 2010). Kenya has hinted on the official introduction of Chinese language teaching and learning into its school curricula.…”

Section: Introductionmentioning

confidence: 99%

Chinese Language Teaching and Learning in Kenya in the Prospects of China’s Reform and Opening-up

Owaki¹,

Kathina²,

Khayeka–Wandabwa³

et al. 2019

edupij

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Teaching and learning of Chinese as a foreign language and its culture is complex for Kenyan learners. It requires them to consider contrasting intellectual, policy and economic dimensions that instead of aiding its propagation among Kenyan learners, could even facilitate a hindrance to its progression. Potential measures that could be embraced are examined in this study based on the current context in lieu of proper guidelines or policy for foreign language learning, and in the midst of China's reform and opening-up. The study adopts Stern's second language learning theoretical approach, documentary and discourse analysis as complementary to a preliminary exploratory survey. Chinese and Kenyan partnering institutions in higher education and its intersections through Chinese language development and cultural exchange are well-attuned towards attaining a competitive cadre of bilingually educated Kenyans who are appreciative of the cultural diversity between the two nations. This affords Chinese and Kenyan nationals the opportunity to engage with each other in efficient bidirectional exchanges for common intellectual and economic prosperity founded on various exchange agreements. In the quest for greater Chinese language and culture propagation, increased bidirectional participation of stakeholders in curriculum-related policymaking and implementation processes are sought. The mobilization of strategic resources through exchanges between China and Kenya hold the promise to a more certain cooperative future for all. Avenues on resource mobilization with a focus on efficient human resource management, together with an opportunities linkage framework, would benefit both countries, and thereby reinforce a common intellectual and economic prosperity.

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Section: Introductionmentioning

confidence: 99%

Chinese Language Teaching and Learning in Kenya in the Prospects of China’s Reform and Opening-up

Owaki¹,

Kathina²,

Khayeka–Wandabwa³

et al. 2019

edupij

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Corpus and Computational Methods for Usage-Based Chinese Language Learning: Toward a Professional Multilingualism

Jing–Schmidt

2019

Chinese Language Learning Sciences

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How the Chinese language encourages the paradigm shift toward discourse in linguistics

Erbaugh

2019

CLD

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The Chinese language has encouraged the paradigm shift in linguistics away from Chomsky-style sentence-internal rules toward usage-based discourse. Analysts have debated two possibilities: is Chinese an allegedly ‘inferior’ and ambiguous language because it rests on the ‘three zeros’: zero subjects, zero anaphora, and zero tense? Or does Chinese use ‘hidden complexity’ (Bisang 2009) to make reference clear by discourse marking? Chinese pressure points on linguistic theory center on these ‘three zeros’. Zero subjects have influenced a broader research category of topic-centered languages. Zero anaphora influenced reference tracking beyond the sentence. Zero tense expanded understanding of time and aspect. The process of the shift comes from international networks of multilingual scholars of Chinese. They have collaborated to form a critical mass of explicitly comparative, empirical research. Chinese interdisciplinary research has been especially influential in typology, child language, cross-cultural communications, translation and artificial intelligence. Fifty years ago, mainstream conferences, textbooks, books, and journals almost never featured Chinese. Now they routinely do.

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Linguistic theories and teaching Chinese as a second language

Cited by 6 publications

References 40 publications

Chinese Language Teaching and Learning in Kenya in the Prospects of China’s Reform and Opening-up

Chinese Language Teaching and Learning in Kenya in the Prospects of China’s Reform and Opening-up

Corpus and Computational Methods for Usage-Based Chinese Language Learning: Toward a Professional Multilingualism

How the Chinese language encourages the paradigm shift toward discourse in linguistics

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