In this study, we made references to past literatures and developed an e-learning training program for CSL （Chinese as a Second Language） teachers. The class was held from July to August, 2010, in Chinese Culture Un...In this study, we made references to past literatures and developed an e-learning training program for CSL （Chinese as a Second Language） teachers. The class was held from July to August, 2010, in Chinese Culture University （Taiwan）, and we designed a performance-evaluation questionnaire with the Delphi method. Three months after the training program was completed, the questionnaire was given to the 30 students of the class, and they were asked to answer questions regarding their use of e-learning in the actual practice. We also asked 5 teachers to conduct experimental e-learning for us to video-record and observe. This effort allows us to discuss the use of e-learning among CSL teachers in Taiwan, come up with a conclusion and suggestions, and use the findings as references for course-planning and policies or research regarding the digital learning of Chinese.展开更多
In recent years,there has been a growing demand in the global labor market for proficiency in Chinese as a foreign or second language.Yet not much is known regarding how Chinese language education is provided by the U...In recent years,there has been a growing demand in the global labor market for proficiency in Chinese as a foreign or second language.Yet not much is known regarding how Chinese language education is provided by the U.S.schools in order to meet this demand.The present study investigated the competence that a Chinese teacher is expected to have as well as the qualification that currently in-service K-12 teachers of Chinese are actually possess.In addition,this research explored teaching philosophies,attitudes,pedagogy,challenges and needs for professional training among the Chinese teachers who are currently hired by U.S.K-12 schools.A concurrent mixed method design was employed in this study to collect both quantitative and qualitative data with a questionnaire from a sample of 45 Chinese teachers.Result showed that most U.S.K-12 schools have minimum and preferred qualifications specified for a long-term Chinese teaching position,however there is a gap between the preferred qualification from the perspective of employers and the actual qualifications that current K-12 Chinese teachers possess.Teachers'attitudes and beliefs about Chinese teaching competency are consistent with the expectations of their employers to some extent.Main finding suggests that K-12 Chinese teachers'teaching philosophies are influence by both traditional Chinese culture and modern western culture.Lastly but not least,the majority of the participants rated classroom management and pedagogy as the two areas where professional training is needed the most.展开更多
In this opening commentary,we highlight the development of the teaching and learning of Chinese as a second or foreign language(CSL/CFL),which has attracted much attention from researchers,language educators,and other...In this opening commentary,we highlight the development of the teaching and learning of Chinese as a second or foreign language(CSL/CFL),which has attracted much attention from researchers,language educators,and other stakeholders worldwide.To contribute to this ongoing examination and discussion,this special issue documents the collective efforts of scholars in different educational contexts to review six critical issues in teaching and learning CSL/CFL:learning and instruction of reading Chinese as an additional language,Chinese character teaching and learning,learner identity in CSL/CFL education,teaching and learning Chinese through immersion,technology assisted CSL/CFL teaching and learning,and mobile assisted learning CFL.We contend that all efforts to address these critical issues require constant examination to facilitate further development in CSL/CFL education around the world.展开更多
文摘In this study, we made references to past literatures and developed an e-learning training program for CSL （Chinese as a Second Language） teachers. The class was held from July to August, 2010, in Chinese Culture University （Taiwan）, and we designed a performance-evaluation questionnaire with the Delphi method. Three months after the training program was completed, the questionnaire was given to the 30 students of the class, and they were asked to answer questions regarding their use of e-learning in the actual practice. We also asked 5 teachers to conduct experimental e-learning for us to video-record and observe. This effort allows us to discuss the use of e-learning among CSL teachers in Taiwan, come up with a conclusion and suggestions, and use the findings as references for course-planning and policies or research regarding the digital learning of Chinese.
文摘In recent years,there has been a growing demand in the global labor market for proficiency in Chinese as a foreign or second language.Yet not much is known regarding how Chinese language education is provided by the U.S.schools in order to meet this demand.The present study investigated the competence that a Chinese teacher is expected to have as well as the qualification that currently in-service K-12 teachers of Chinese are actually possess.In addition,this research explored teaching philosophies,attitudes,pedagogy,challenges and needs for professional training among the Chinese teachers who are currently hired by U.S.K-12 schools.A concurrent mixed method design was employed in this study to collect both quantitative and qualitative data with a questionnaire from a sample of 45 Chinese teachers.Result showed that most U.S.K-12 schools have minimum and preferred qualifications specified for a long-term Chinese teaching position,however there is a gap between the preferred qualification from the perspective of employers and the actual qualifications that current K-12 Chinese teachers possess.Teachers'attitudes and beliefs about Chinese teaching competency are consistent with the expectations of their employers to some extent.Main finding suggests that K-12 Chinese teachers'teaching philosophies are influence by both traditional Chinese culture and modern western culture.Lastly but not least,the majority of the participants rated classroom management and pedagogy as the two areas where professional training is needed the most.
基金supported by the Specialized Subsidy Scheme for Macao Higher Education Institutions in the Area of Research in Humanities and Social Sciences of Higher Education Bureau(10/DSESHSS-UM/2019)(Macao SAR,China).
文摘In this opening commentary,we highlight the development of the teaching and learning of Chinese as a second or foreign language(CSL/CFL),which has attracted much attention from researchers,language educators,and other stakeholders worldwide.To contribute to this ongoing examination and discussion,this special issue documents the collective efforts of scholars in different educational contexts to review six critical issues in teaching and learning CSL/CFL:learning and instruction of reading Chinese as an additional language,Chinese character teaching and learning,learner identity in CSL/CFL education,teaching and learning Chinese through immersion,technology assisted CSL/CFL teaching and learning,and mobile assisted learning CFL.We contend that all efforts to address these critical issues require constant examination to facilitate further development in CSL/CFL education around the world.
