This book presents innovative strategies for teaching the Chinese language to English-speaking students around the world, using in-depth research arising from a long-running and successful Chinese language teaching programme in Sydney.

This book presents a thought-provoking challenge to mainstream theories of second language learning. Focusing on Chinese Hanzi, a self-sufficient meaning-making system that operates via visual shape and the logic built into its formation, it analyses 'post-lingual' pedagogy. The author examines this 'language beyond language' or linguistic theories, demonstrating that Hanzi is not made up simply of arbitrary signs but is the result of a complete conceptualisation process. In doing so, she creates a conceptual framework that builds on Hanzi's humanistic spirit of language learning. This...

This book presents the principles of quality teaching in Chinese, as exemplified in case studies of primary and secondary school classrooms.

This book examines Transnational Chinese Language Education (TCLE) in the Australian context. Taking a post-monolingual perspective, the authors examine Chinese teachers’ monolingual and multilingual practices and mindsets in their educational practices. They find that a Chinese-centric monolingual mindset dominates the Chinese teachers, while a multilingual mindset permeates in their classroom teaching, creating an unconscious tension between the two perspectives. The book proposes that it is the responsibility of teacher educators to train future Chinese teachers with an awareness of this...