By Robyn Moloney, Hui Ling Xu
Teachers of chinese language as a overseas language in lots of foreign contexts are seeking for pedagogic strategies to advertise potent studying. versions of cutting edge and winning techniques are urgently wanted. This quantity offers a suite of compelling and empirically wealthy examine reviews that showcases leading edge advancements within the perform of educating chinese language as a international language. The reports concentrate on 3 interrelated parts: inexperienced persons, academics, and functions of recent applied sciences. in particular, the experiences discover equipment for fostering learner-centred school rooms, self sufficient novices, intercultural studying, the function of instructor perspectives and identities, the character of a ‘middle floor’ technique, and applied sciences that accommodate the original points of the chinese, with new techniques for cellular and interactive beginners. delivering either concept and sensible versions for language practitioners and researchers, it deals an important source for lecturers’ expert improvement, and for pre-service instructor education.
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Additional info for Exploring Innovative Pedagogy in the Teaching and Learning of Chinese as a Foreign Language
They attempt to learn the language in an often unsupportive environment at school, in their family, and in the community. It is further stressed that the learning of Chinese is different from learning a European language in that the number of hours required to learn the language to a level of proficiency is far greater than for a European language – 2,220 h for Chinese are contrasted with 600 h for French (Orton, p. 5). 3 The Development of a National Curriculum for Languages The findings and recommendations forthcoming from Orton’s (2008) report, as well as the demands of the Australia in the Asian Century White Paper (Commonwealth of Australia 2012) have been addressed in the development of the national Australian Curriculum for Languages.
Möllering The Australian Curriculum Languages (ACARA 2011b) acknowledges that there is variation in proficiency within these groups, in particular in the background speaker profile, but asserts that further distinctions would be impractical for the purposes of the task at hand and that “For all learners of languages in Australia, the different relationship between their learning of the target language and English must be acknowledged. ” (ibid, p. 21). Characteristics of these different groups of learners have been taken into account in the description of distinct pathways in the languages curriculum, and the Chinese curriculum document addresses scope and sequence of learning for the following groups: Second Language Learners • Foundation – Year 10 • Year 7 entry Background Language Learners • Foundation – Year 10 • Year 7 entry First Language Learners • Year 7 entry The curriculum places great emphasis on the interrelation of language and culture in the learning process and elaborates on this interrelation in detail (ACARA 2011b).
His ideas were extensively developed by writers of resources for the teaching of English for Special Purposes that developed in the 1970s and 1980s, as adults, often professional people, from all around the world needed to learn English fast and well for work. The aim, as Widdowson expressed it, was for them to master “a simple account” of the key propositions and processes of a relevant content area, which comprised all the necessary vocabulary and linguistic structures and concepts, but was expressed in language that was very pared down, but still accurate and natural.