Teaching in action: L2 Chinese pedagogical practice and reflection

Yanyin Zhang, Xiaoping Gao

    Research output: Chapter in Book/Report/Conference proceedingChapter


    Over the past four decades, teaching and learning Chinese as a second language (L2) has transformed from individual, small-scale endeavors to organized mass studies worldwide. The last decade has witnessed a remarkable increase in the number of learners reaching over 100 million. Education is defined as pedagogical actions of instruction, curriculum design strategies, assessments, and targeted plans and proposals. A global perspective points to the fact that the contributors in this volume are all frontline L2 Chinese teachers and teacher-researchers working at 13 universities in 7 countries: Australia, Canada, Japan, New Zealand, South Africa, the UK, and the US. Their diverse background is reflected in the issues and topics discussed in this volume, as well as the current state and trend of L2 Chinese education in different parts of the world. Education-focused studies are not confined to foreign language teaching.
    Original languageEnglish
    Title of host publicationFrontiers of L2 Chinese Language Education A Global Perspective
    Editors Yanyin Zhang, Xiaoping Gao
    Place of PublicationLondon
    PublisherRoutledge Taylor & Francis Group
    ISBN (Print)9780367771263
    Publication statusPublished - 2021


    Dive into the research topics of 'Teaching in action: L2 Chinese pedagogical practice and reflection'. Together they form a unique fingerprint.

    Cite this