Moving between language frontiers: the challenges of the medium of instruction policy for Chinese as a second language

Loh, Elizabeth K. Y.; Tam, Loretta C. W.; Lau, Kwok-chang

doi:10.1007/s10993-018-9465-7

Cited by 16 publications

(8 citation statements)

References 27 publications

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“…In the last couple of decades, Chinese has been increasingly taught and learnt as an important second or foreign language both within and outside China. Commensurate with this considerable growth in learners of the language, studies have yielded important insights into critical issues in relation to the cognitive and sociocultural aspects of Chinese language learning (e.g., Fan & Li, 2018;Liu, 2014;Qi & Lai, 2017;Zhang & Roberts, 2019), Chinese language teaching pedagogy (e.g., Curdt-Christiansen, 2008;Shao, 2013;Zhao, 2016), language policy and planning (e.g., Chen, 2013;Loh, Tam, & Lau, 2019;Lu et al, 2017), language testing (e.g., Ke, 2006;Li & Li, 2014), and Chinese language teacher education and professional development (e.g., Gong, Hu, & Lai, 2018;Ke, Lu, & Pan, 2015;Lai, Li, & Gong, 2019;Wang & Bale, 2019;Yang, 2019). Research findings on the acquisition of Chinese as a second or foreign language (CSL/CFL) have contributed to the theoretical discussions on second language (L2) acquisition by verifying, challenging or proposing modifications to existing L2 theories and models (J. H. Zhao, 2011).…”

Section: Introductionmentioning

confidence: 99%

The Teaching and Learning of Chinese as a Second or Foreign Language: The Current Situation and Future Directions

Gong¹,

Lai

Gao

2020

Front Educ China

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In this opening commentary, we highlight the development of the teaching and learning of Chinese as a second or foreign language (CSL/CFL), which has attracted much attention from researchers, language educators, and other stakeholders worldwide. To contribute to this ongoing examination and discussion, this special issue documents the collective efforts of scholars in different educational contexts to review six critical issues in teaching and learning CSL/CFL: learning and instruction of reading Chinese as an additional language, Chinese character teaching and learning, learner identity in CSL/CFL education, teaching and learning Chinese through immersion, technology assisted CSL/CFL teaching and learning, and mobile assisted learning CFL. We contend that all efforts to address these critical issues require constant examination to facilitate further development in CSL/CFL education around the world.

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Section: Introductionmentioning

confidence: 99%

The Teaching and Learning of Chinese as a Second or Foreign Language: The Current Situation and Future Directions

Gong¹,

Lai

Gao

2020

Front Educ China

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“…TSA is a low stake assessment measuring students’ basic literacy at the end of each key learning stage (i.e., Grade 3, 6, and 9, respectively) administered to all students in Hong Kong every year. For CSL students, we ascertained that their levels of reading and writing in Chinese were at about Grade 3 level based on literature ( Loh et al, 2019 ) and teachers’ observation. Therefore, the TSA paper for Grade 3 students was adopted.…”

Section: Methodsmentioning

confidence: 99%

Lexical Orthographic Knowledge Mediates the Relationship Between Character Reading and Reading Comprehension Among Learners With Chinese as a Second Language

2022

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Reading in Chinese is complex because readers should not only recognize characters by basic units (i.e., characters) but also integrate characters into words when reading text. While many efforts have been devoted to investigating the effect of sub-lexical orthographic knowledge in Chinese character reading, less is known about the role played by lexical orthographic knowledge at word level. A total of 424 secondary learners with Chinese as a second language (CSL) in Hong Kong were assessed with character reading, reading comprehension, and two lexical orthographic knowledge tasks: lexical orthographic choice (OKC) and lexical orthographic choice in context (OKCC). Path analysis results demonstrated that these lexical orthographic skills significantly mediated the effect of character reading on comprehension, in which OKCC was a more critical mediator as its mediating effect was bigger than that of OKC. Further analyses showed that these mediating effects were significant only among students with richer learning experience (i.e., learning Chinese for 4 years or above). Our results illustrate the possible trajectory of CSL learners’ literacy development from character reading to reading comprehension and provide pedagogical implications for teaching and learning.

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“…Chinese has become more widely taught and acquired as a second or foreign language both within and beyond China over the last few decades. Studies on the cognitive and sociocultural aspects of Chinese language learning [2,50], Chinese language teaching pedagogy [24,26], language policy and planning [27,51], language testing, and Chinese language teacher education and professional development [32,33,52] have all benefited from this significant increase in learners of the language. Theoretical discussions on the acquisition of Chinese as a second or foreign language (CSL/CFL) have benefited from research findings on CSL/CFL acquisition by verifying, questioning, or proposing modifications to current L2 theories and models.…”

Section: Teaching Chinese As a Foreign Languagementioning

confidence: 99%

“…Theoretically, in the last couple of decades the Chinese language has been increasingly taught and learned as an essential second or foreign language both within and outside China. Commensurate with this considerable growth in learners of the language, studies have yielded important insights into critical issues concerning the Chinese language teaching pedagogy [24][25][26], language policy and planning [26,27], language testing [28], and Chinese language teachers' education and professional development [29][30][31][32][33].…”

Section: Introductionmentioning

confidence: 99%

Advances in Research on Technological, Pedagogical, Didactical, and Social Competencies of Preservice TCFL Teachers

et al. 2022

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With the development of China, learning the Chinese language has received more and more attention from international students. Teaching Chinese as a foreign language (TCFL) is crucial for spreading Chinese culture and promoting cultural exchanges. In recent years it has become the focus of attention of many scholars, and the heterogeneous cultural backgrounds and diverse language needs of learners determine that TCFL should promote the development of students’ intercultural communication competence in language practice with the use of educational technology. In this study, 82 preservice teachers as an experiment group and 64 preservice teachers as a control group participated in this study; this research aims to improve the quality and level of TCFL, using innovative teaching tools as a means to target preservice TCFL teachers and create a teaching–learning design strategy based on the smart teaching tools Moso Teach (MT) and Rain Classroom (RC). The findings from this research show the importance of the use of smart teaching tools and the improvement of preservice teachers during the experiment compared to preservice teachers with traditional methods. This paper answers the following questions: (1) How to improve preservice TCFL teachers’ competencies by integrating smart teaching tools into their learning process? (2) How to integrate technological, pedagogical, didactic, and social competencies into preservice teachers’ daily teaching CFL?

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Moving between language frontiers: the challenges of the medium of instruction policy for Chinese as a second language

Cited by 16 publications

References 27 publications

The Teaching and Learning of Chinese as a Second or Foreign Language: The Current Situation and Future Directions

The Teaching and Learning of Chinese as a Second or Foreign Language: The Current Situation and Future Directions

Lexical Orthographic Knowledge Mediates the Relationship Between Character Reading and Reading Comprehension Among Learners With Chinese as a Second Language

Advances in Research on Technological, Pedagogical, Didactical, and Social Competencies of Preservice TCFL Teachers

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