Table of Contents

I. Overview

Teaching Chinese as a first language in China: review and comparison

Weixiao Wei

From ‘Chinese to Foreigners’ to ‘Chinese International Education’: China’s efforts in promoting its language worldwide

Chris Shei

The Beginning of Chinese Professorship and Chinese Language Instruction in the United States: History and Implications

Der-lin Chao

Teaching Chinese as a heritage language

Chang Pu

II. Chinese language pedagogy

Methods of teaching Chinese: evolution and emerging trends

Haidan Wang

Teaching Content, Developing Language in CLIL Chinese

Jane Orton

Creating a Task-Based Language Course in Mandarin Chinese

Miao-fen Tseng

Developing communicative competence in adult beginner learners of Chinese

Clare Wright

III. Teaching Chinese pronunciation and characters

Some explicit linguistic knowledge for Chinese pronunciation teaching

Bei Yang

Teaching Chinese tones

Hang Zhang

Teaching Chinese intonation and rhythm

Chunsheng Yang

Teaching Chinese pronunciation: explanation, expectation, and implementation

Jiang Liu

Recognition of two forms of characters and teaching literary Chinese

Joseph R. Allen

Teaching Chinese characters: what we know and what we can do

Bo Hu

An analysis on models of teaching spoken Chinese as a foreign language

Meiru Liu

IV. Teaching Chinese words and grammar

A usage-based approach to L2 grammar instruction delivered through the PACE model

Hong Li and Jing Z. Paul

Methods of lexical semantic inquiry in teaching advanced level vocabulary

Shiao-Wei Tham

Teaching Chinese adverbs

Yan Li

From cognitive linguistics to pedagogical grammar: On teaching the Chinese sentence-final le

Liancheng Chief

V. Materials and curricula

Considerations in preparing pedagogical materials for adult native English-speaking learners of Chinese as a Second/Foreign Language

Cornelius Kubler

Intercultural Communicative Competence in CFL Language Curricula

Madeline K. Spring

Teaching Chinese through Authentic Audio-visual Media Materials

Liling Huang and Amber Navarre

Understanding tertiary Chinese language learners’ needs: A cross-curricular perspective

Hui Huang

Emotion, attitude and value in primary school Chinese textbooks

Bo Wang, Yuanyi Ma & Isaac N. Mwinlaaru

The Assessment of Chinese L2 Proficiency

Paula Winke and Wenyue Melody Ma

VI. Instructional media and resources

Using social media to teach Chinese more effectively

Ke Peng

Teaching Chinese Through Film: Rationale, Practice, and Future Directions

Yanhong Zhu

Literature in Chinese Language Teaching

Don Starr and Yunhan Hu

Multimodal Pedagogy and Chinese Visual Arts in TCFL Classrooms

Rugang Lu

The Current Status of CALL for Chinese in the United States

Zheng-Sheng Zhang

Using technology to learn to speak Chinese

Lijing Shi and Ursula Stickler

Towards Automatic Identification of Chinese Collocation Errors

Zhao-Ming Gao

Business Chinese Instruction: Past, Present, and Future

Fangyuan Yuan

VII. Teaching context and policy

Chinese Language Learning and Teaching in the UK

George X Zhang and Linda M Li

The Impact of Australian language policies on Chinese language teaching

Shen Chen and Helena Sit

Bi/Multilingual Education, Translation, and Social Mobility in Xinjiang, China

Saihong Li

Understanding how Chinese language education is used to promote citizenship education in China and Hong Kong

TAM, Angela Choi-fung

Teachers’ Bicultural Awareness in Chinese Culture Instruction

Guangyan Chen and Ken Springer

Crossing the river while feeling for stones: the education of a Chinese language teacher

Julian K. Wheatley

About the Author

Chris Shei was educated in Taiwan and studied at Cambridge and Edinburgh before 2000. He then worked at Swansea University from 2003 until the present. He teaches and researches in linguistics and translation studies and is particularly interested in the use of computer and web resources for linguistic research, language education and translating. He is the General Editor for three Routledge book series: Routledge Studies in Chinese Discourse Analysis, Routledge Studies in Chinese Translation and Routledge Studies in Chinese Language Teaching (with Der-lin Chao). Proposals for monographs or edited pieces are received at cshei@gmail.com on a long-term basis.

Monica E. McLellan Zikpi is the coordinator of the Chinese Flagship Program at the University of Oregon. She attended graduate school at the same university and completed a PhD in Comparative Literature in 2014, with a dissertation on the reception history of a work attributed to the Chinese poet Qu Yuan (c. fourth–third century BCE). She has published research on the interpretation and translation of early Chinese poetry in Early China, Comparative Literature Studies, Journal of Oriental Studies, and Chinese Literature: Essays, Articles, Reviews. As coordinator of the Chinese Flagship Program, she is responsible for the day-to-day operations of a grant-funded undergraduate language program designed to help students beginning from any proficiency level to reach professional-level fluency in Mandarin. She enjoys helping students navigate the practical matters of learning Chinese, including finances, proficiency assessments, academic credit, and study abroad.

Der-lin Chao is Professor of Chinese and Head of the Chinese BA in Language, Literature, Translation and MA in the Teaching of Chinese programs at Hunter College, City University of New York. She devotes herself to language program pedagogy, design, and evaluation; development of technology and web-based instructional materials; teacher education; proficiency-based language education; and the history of Chinese language instruction. In addition, she is thoroughly invested in developing extra-collegiate Chinese educational initiatives, including K-12 Chinese curriculum development and enhancement with partner schools throughout the New York City area.