Understanding the Sustainable Development of L2 Chinese Teachers in New Zealand: A Case Study of Teaching Assistants’ Motivational Engagement in Teaching Chinese as a Foreign Language

Abstract

Informed by the expectancy–value theory and the motivational factors influencing teaching model choices, this case study explored three Chinese-as-a-foreign-language teaching assistants’ (L2 Chinese TAs’) motivational engagement in teaching L2 Chinese as a sustainable and lifelong career in New Zealand. Each TA participated in three rounds of semi-structured interviews in the process of data collection. The findings revealed that (1) the TAs’ expectancy was all student oriented, regardless of their different backgrounds; (2) the different values of L2 Chinese teaching contributed to the TAs’ teaching performance and career choices; and (3) the impact of teaching self-efficacy on the TAs’ profession retention was pivotal, but controversial, when taking their previous majors into account. Implications for the sustainable development of L2 Chinese teachers were discussed.

Novice Chinese as a foreign language teachers’ identity construction in primary schools in New Zealand from positioning and affordance perspectives

“…Whereas, if affordances are challenges to novice CFL teachers, it may weaken their teacher identity construction. This echoes the existing literature that teachers may face various opportunities and challenges in the process of their Chinese language teacher identity construction in an overseas context (e.g., Moloney and Xu, 2015;Han and Ji, 2021;Sun, 2021). Moreover, the present study enriches the literature by extending the affordance perspective to the examination of teachers' identity construction.…”

“…Taking New Zealand as an example, Chinese has become the fastest-growing foreign language (L2) taught in both schools and universities ( Education Counts, 2021 ). To support CFL teaching worldwide, the center for language education and cooperation of China (originally known as the Office of Chinese Language Council International or Hanban) recruits thousands of pre-service CFL teachers as volunteers each year to teach Mandarin in primary and secondary schools and institutions of higher education overseas ( Sun, 2021 ).…”

Information Integration Technology Helps the High Quality Development of Chinese International Education

“…Through formula (15) and formula ( 16) can be combined, you can get a simple based on the Bayesian model, as shown in formula (17). but Bayesian, in the case of statistical probability, is susceptible to large fluctuations in the single data, leading to large ups and downs in the statistical probability, so the paper, in the combination of the ontology and the Bayesian statistical probability formula at the same time to join the frequency statistical probability.…”

“…The promotion of the Chinese language in foreign countries can help spread the traditional Chinese culture, and at the same time, the boom of science and technology can help people abroad learn the Chinese language and culture. At the same time, the prosperous development of science and technology and the gradual improvement of the development level of information technology provide more platforms and promotion methods for the internationalization of the Chinese language [15][16]. In the digital information era, people's clothing, food, housing, and transportation are inseparable from information technology, and similarly, in the field of teaching, information technology has been well used, and the traditional mode of Chinese language education is also making full use of information technology to reform and innovate, in order to make the Chinese language education more and more popular.…”

Integrating Fuzzy Decision-making Model for e-teaching Adoption for the Education Sector

“…Regardless of students' learning preferences and the impact of utility value on web-based education, there is a stronger link between the learning task and the career prospects in the present and future periods. [7] focused studied how negative impressions can lead to poor e-teaching adoption outcomes, such as a lack of motivation and persistence. A comprehensive study of the literature was conducted.…”