Let’s Talk LGBTQIA+:Strategies and Activities for Teaching Diversity and Inclusion in the Foreign Language Classroom at the College Level

In this presentation,the author explores strategies and activities that create a welcoming and nurturing environment for LGBTQIA+foreign language students at the college level in the United States.Indeed,as it is commonly stated,there is a clear lack of visibility,acceptance/tolerance,and inclusion of LGBTQIA+voices(active and proactive)in foreign language teaching and learning(pedagogical material as well as in-class attitudes and delivery).The reasons for this deficiency are diverse since they cover not only outward discrimination against and/or indifference(passive-aggressive behavior)toward the LGBTQIA+community and its plight,but they also illustrate the sheer,physical inexistence of quality material that can be used to create,present,and foster a welcoming and all-encompassing classroom environment that addresses the diverse spectrum of the LGBTQIA+community while its members try to learn a foreign language and(positively)negotiate how to express their very identity in their new language of choice.Moreover,the scant material that is available in the United States as well as in other Western countries where the LGBTQIA+community by and large is accepted-at least from the legal point of view-hardly represents and covers the subject matter in a satisfactory way.To address this gap,the author will provide some examples in European Portuguese(EP)and Italian(IT),followed by a courtesy translation in English,to illustrate some positive activities and strategies for including LGBTQIA+-related subject matter in the foreign language classroom at the college level.It is his desire that instructors of other foreign languages duplicate in their respective vernaculars the strategies and activities herein presented in order to create a welcoming and safe classroom environment that embraces the LGBTQIA+community as it goes through the enjoyable journey of learning a new language and culture.

An Empirical Study on Foreign Language Majors’Needs for Ideological and Political Education Elements in Chinese Universities

The paper takes 2076 undergraduate students majoring in foreign languages from 15 Chinese universities as the research subjects to investigate their demand for ideological and political education elements in foreign language courses.The results show that:(1)Students have high needs for ideological and political education elements in foreign language courses;(2)There are differences in students’needs for ideological and political education elements across different dimensions.Students have higher demand for dimensions such as personal qualities,cultural literacy,moral cultivation,and patriotism,while their demand for dimensions related to constitutional law and political identity is relatively low.Therefore,foreign language majors in Chinese universities should optimize the supply of ideological and political education elements in their courses according to students’needs,and improve the effectiveness of moral education in these courses.

Research on Foreign Language Talent Cultivation Mode Based on the Concept of Language Security

Language security is an important part of national security,and in the current complex international environment,the issue of language security is becoming more and more prominent and has become an unignorable part of national security strategy.As the bridge and link of international communication,foreign language talents’language skills and the level of national security awareness directly affect our country’s international image and the effect of international communication.Therefore,the establishment of a foreign language talent cultivation mode based on the concept of language security is not only an important way to improve the quality of foreign language education but also a realistic need to safeguard national security and promote international exchanges.Starting from the influence of the language security concept on foreign language talent cultivation,this paper analyzes the foreign language talent cultivation mode based on the language security concept,with a view to providing new ideas and methods for the development of foreign language education.

Research on the Status Quo and Improvement Needs of Foreign Language Teachers’ Teaching Competence in Curriculum-Based Ideological Education in Xinjiang Colleges and Universities

This study investigated the status quo and further improvement needs of foreign language teachers’teaching competence in curriculum-based ideological education(CIE)in Xinjiang colleges and universities.The results show that the teachers’teaching competence in CIE is generally good,with the“cultivating quality”being the highest and the“scientific research quality”the lowest;there still exist several problems,such as teachers’lack of theoretical knowledge in CIE,lack of teaching resources,and insufficient abilities in teaching design and research.It is hoped that with the support and efforts from university administrations,teachers can improve their teaching competence in CIE through various approaches adopted and multiple measures taken,thus optimizing their teaching effectiveness,promoting the construction of CIE in Xinjiang colleges and universities in the new era,and contributing to Xinjiang’s high-quality development.

Knowledge Graph Analysis of International Chinese Language Textbooks Based on CiteSpace

Drawing upon relevant papers from Chinese core journals and CSSCI source journals in the CNKI China Academic Journals Full-Text Database spanning from 1992 to 2023,this study utilizes CiteSpace as a research tool to visually analyze the knowledge graph structure of research on international Chinese language textbooks in China.The study maps out the publication timeline,authors,institutions,collaborative networks,and keywords pertaining to research on international Chinese language textbooks.The findings indicate that research on international Chinese language textbooks commenced early and continues to maintain a certain level of research interest,yet lacks sufficient research output.Research institutions predominantly reside in universities and publishing groups specializing in language or education,with collaboration between institutions being relatively scarce.High-frequency keywords in recent research on international Chinese language textbooks include“Chinese language textbooks for the Foreigners,”“Chinese language textbooks,”“Teaching Chinese Language for the Foreigners,”“Textbook compilation,”“International Chinese Language Education and Localization,”which reflect a diversified research perspective with interdisciplinary trends.Future research priorities encompass research on localization,customization of textbooks,and evaluation of textbooks which represent forefront directions of research.

Critical Pedagogy and Teaching English as a Foreign Language in Chinese College Context

In the field of second language acquisition(SLA),weight has been increasingly attached to the role that a problem-pos ing model of education plays in English as second/foreign language(ES/FL)teaching and learning.By exploring various concepts of the problem-posing approach,also known as critical pedagogy,and its implications for English language teaching(ELT)in the Chinese postsecondary EFL context,the paper makes a tentative attempt to acknowledge the future directions of implementing critical pedagogy in the EFL context.Therefore,the paper is inspired by the ever-increasing popularity of the critical pedagogical approach in the ESL context.The application of critical orientation in language education derives from critical theories of the Frankfurt School,which centers on Marxist societal beliefs of struggling against social inequalities.With the concept of critical pedagogy drawing increasing attention from language educators and teachers alike in English-speaking countries;non-native English teachers who teach in the EFL context has also begun to focus their attention on the educational philosophy as a means to help transform traditional oppressed status of the Chinese EFL learners.From this perspective,this paper,by investigating the multi-dimensional implied meanings of implementing critical pedagogy in the EFL context,unraveling how it works as a way of"doing"in second language(L2)teaching and learning,identifying the probable contexts of critical pedagogy and the contesta tions surrounding critical pedagogy,aims to address the significance of implementing critical pedagogy as an effective way of re forming the ailing English education condition in China.

Implicit Learning and Explicit Learning in the Context of Teaching Chinese as a Foreign Language By Analyzing the Textbook Kuaile Hanyu

With the rising status of China in the world in the economic, political and cultural aspects, Teaching Chinese as a Foreign Language （TCFL） is becoming more and more prevalent across the world. Britain is the country where the Chinese is taught and learnt earlier than other Western countries. Take the students in Confucius Institute of Newcastle University in UK for example, due to the students＇ different backgrounds and also different ages and language foundations, whether the Chinese teaching materials can meet their motivations and needs is a problem worth further investigation by Chinese language teachers. Therefore, concerning the leamers＇ different ages and cognitive ability, this paper aims to analyze the textbook named Kuaile Hanyu （Happy Chinese） in terms of its advantages and disadvantages, in hope to evaluate whether it is appropriate to different learners and propose a few suggestions for the Chinese materials in the future. Simultaneously, fi＇om perspective of implicit learning and explicit learning, a tentative study is carried out on the influence of implicit and explicit leaming in TCFL context.

Research on the Evaluation Method of Teaching Quality of Chinese as a Foreign Language Based on Immersion Teaching

With the development of teaching Chinese as a foreign language, the teaching level of teachers of Chinese as a foreign language is constantly improving. Teachers of Chinese as a foreign language are the messengers of Chinese culture and represent the image of China. Therefore, the quality of teaching Chinese as a foreign language teachers plays a vital role in the quality of teaching Chinese as a foreign language. Immersion teaching method is a relatively successful teaching method in the field of foreign bilingual teaching. It opens a new door for teaching Chinese as a foreign language and plays an important role in improving students' ability to use Chinese. This paper comprehensively evaluates the teaching of Chinese as a whole based on immersive teaching, and calculates the data after evaluation of the evaluation index system to ensure the scientific and accurate evaluation results. Finally, it is proposed that the countermeasures should be improved from the three aspects of classroom teaching, the quality of Chinese teachers and the overall quality of the team of Chinese as a foreign language.

On the Cognition of Second Language Mental Lexicon and Teaching Chinese as a Foreign Language

Teaching Chinese as a foreign language is actually the teaching of Chinese as a second language by international Chinese teachers.People must learn vocabulary as a language element in the process of language acquisition.Without vocabulary,there is no language.When we master the vocabulary of a language,we rely on mental lexicon,which is vocabulary that has been stored in the brain for a long time.Through the study of second language mental lexicon,it can be used effectively,and corresponding teaching methods can be used in the vocabulary teaching of Chinese as a foreign language to help students learn Chinese quickly and effectively.

Motivation to Study a Second Foreign Language: A Case of Chinese University Learners of German

Not much research has been done on motivation to study a second,third or even fourth foreign language though learners of such languages have been increasing.To contribute to this,the present study examined German learning motivation of Chinese university students at different proficiency levels.A total of 297 German learners at three different proficiency levels at a university in Beijing filled in the questionnaires,of whom 191 answered the open-ended question and 50 were informally interviewed.Analyses of the data revealed the following major findings;(1)most respondents at cach proficiency level had limited access to and little chance to use German,liked the language,studied it(very)hard and did not think the language was difficult,(2)students at different proficiency levels studied German for similar reasons such as major study/research,further education,future career,interest in foreign language learning and German,and(3)students at higher proficiency levels perceived German to be more difficult and worked harder on it.Students at higher proficiency levels were both integratively and instrumentally more motivated to study German and had greater motivation intensity as well.It is clear that students at different proficiency levels were motivated to study German and that students at the advanced level tended to be more integratively motivated than those at the beginning level.Based on these findings,some suggestions are discussed.

A Comparison of the Character,Target and Content of Teaching Chinese as a Foreign Language and the Chinese Courses at Primary School

This article examines the opinion that teaching Chinese as a foreign language(TCFL)is equivalent to teaching Chinese at primary school by analyzing the differences between the character,target and content of the two courses and reasons for their differences to provide theories and practical support for a more reasonable and effective teaching.

Analysis of How to Establish a Dialogue-style Class Effectively for the Chinese Interest Course as a Foreign Language

In this paper, I take the Chinese interest class which is very common nowadays as a study subject. According to the characteristics of the Chinese interest course, I analyze how to establish a dialogue-style lesson effectively for the Chinese interest class as a foreign language. Combined with practice, I will propose some difficulties to you for advice while I summarize a number of effective ways that I succeed in my teaching.

On the Roles of Cultural and Artistic Features of Dialects in Teaching Chinese as a Foreign Language

As a Chinese dialect that bears the greatest resemblance to Standard Mandarin,Northeastern Mandarin is the closest relative of Standard Mandarin in terms of vocabularies,rhetorical devices and grammatical rules.The traditional Chinese folk culture of Errenzhuan(two-people rotation)1 is an epitome of traditional Chinese culture,full of humor and wittiness.This paper aims to explore the necessity and feasibility of incorporating Errenzhuan into teaching Chinese as a foreign language as a way to spark greater student interest,increase the fun of learning and enrich teaching methods,which ultimately serves to improve the quality of Chinese teaching worldwide,spread traditional Chinese folk culture and strengthen China’s cultural confidence.

A Study on the Compilation of Dictionaries for Teaching Chinese as a Foreign Language Based on the Second Language Acquisition Theory

This article intends to demonstrate the principles for dictionary compilation.To summarize,general rules are to be followed.At the same time,this article probes into the differences of Chinese to Chinese dictionary,Chinese to foreign language dictionary,dictionaries for the preparation of certain exams,learner’s dictionaries for reviewing errors,dictionaries with multimedia and dictionaries built via the Internet..In all,one of the key factors for dictionary compilation is the professionalism of editors and writers.The training of the people involved is vital,which would contribute to setting up a better order of the market.Acknowledgements should also be given to achievements in dictionary compilation.Revisions and polishing are required to improve the dictionaries on the market that have already won the acclaim so as to put their influence to the best display.

The Function and Significance of the Chinese Song in Teaching Chinese as a Foreign Language

In recent years, Chinese language and culture shows its amazing charm in the world and is strongly attracting foreign students to study in China. In order to meet the various needs of students, many universities set up long-term classes, various Chinese learning classes, short-term assault strengthen experience classes and interest classes, etc. With groups of students continue to expand, is the teaching of foreign language study becomes more and more important. The Chinese song conversion method can and should serve as an assistant for teaching Chinese as a foreign language.

Using Technology-Supported Enrichment Activities to Extend Student Learning in a Chinese as a Foreign Language

The purpose of this study was to investigate whether exposing middle school students to content above their ability level produced significant differences in students’confidence in their Chinese as a foreign language competence in each of the following four areas:reading,listening,speaking,and learning vocabulary.Participants(N=30)were sixth and seventh graders.Results of paired t-test analyses indicated that there was no significant difference in student confidence in Chinese reading competence,t(30)=0.78,p=0.22;in Chinese speaking competence,t(30)=-0.50,p=0.31;or to learn Chinese vocabulary,t(30)=-0.80,p=0.21.However,there was a significant difference in student confidence in ability to learn Chinese listening,t(30)=-1.78,p<0.05.It is suggested that exposing students to content well above their ability level can increase their confidence in ability to learn Chinese listening.

The Role and Application of Situational Teaching in Teaching Chinese as a Foreign Language-A Case Study of Primary Oral English Class

The law of language learning has a theoretical basis.Language learning is a process of active learning,not of passive acceptance.Situational teaching is the extension and development of constructivist teaching.The correct use of situational teaching can stimulate students 125 interest,facilitate a harmonious relationship between teachers and students,as well as promote the cultivation of other skills among students,so as to improve the teaching quality of oral Chinese teaching as a foreign language and effectively complete the teaching task.However,there are some issues that should be emphasized when using the situational teaching method,such as how to create situations effectively,the problems that teachers should pay attention to when creating situations,and the principles of creating situations.

Review of Studies of Foreign Language Classroom Anxiety

Anxiety is considered to be one of the key psychological variables as well as one of the important emotional factors that affect language learning. Taken into account that classroom is the main place in which Chinese college students learn English,it is of great significance to study students' language anxiety in the classroom environment. Based on the previous researches, this paper reviews the relevant studies in this area conducted at home and abroad.

A Case Study on the Pattern of Classroom Discourse in Teaching Chinese as a Foreign Language

Based on the IRF(initiation,response,and feedback)classroom discourse structure model proposed by Sinclair and Coulthard,this research analyzes and studies the actual corpus of Chinese classroom teaching in Thailand,focusing on the structural model of teacher-student communication discourse,mainly from two aspects of teachers'feedback.On the one hand,it investigates whether IRF is fully applicable to Chinese classroom teaching and whether there are special situations to it.On the other hand,it attempts to summarize the discourse structure model of Chinese classroom teaching and explores the application of the research results in helping Chinese teachers improve their teaching quality in hope that constructive suggestions can be proposed for teaching Chinese as a foreign language.

Globalization and Foreign Language Education at a Chinese University

This essay begins with a brief introduction to the changes in foreign language education policy and the main motives for those changes in the context of socio-political circumstances. It then examines the development of language education system in a new college of a university in China over a period of ten years in relation to the issue of internationalization and globalization.The study shows that the language education system of the new college has developed in parallel with the recently-emerged trends in language education in China. Finally,it seeks to interpret these trends in terms of global,national,regional forces that currently drive it forwards.