Issues and solutions
- Paperback / softback, 220 pages, 234 mm x 156 mm
- 1 Mar 2018
- UCL IOE Press
Mandarin Chinese is the most widely spoken language in the world. In a rapidly globalizing environment, speaking it is an increasingly important skill for young people in the UK.
'Mandarin Chinese Teacher Education' stems from the work of the UCL Institute of Education Confucius Institute, which supports the development of Mandarin Chinese as a language on offer in schools as part of the mainstream curriculum. This edited collection brings together researchers, teachers involved in action research and student-teachers, in an effort to address the current lack of literature specifically aimed at supporting Chinese language teachers. It features:
• practical ideas for teachers of Chinese to implement in their own classrooms
• evaluation of differing strategies and approaches unique to teaching Chinese
• examples of using action research to help teachers reflect on their own practice while informing practice across the discipline.
The book will be useful for PGCE Mandarin students, teacher trainers and those involved in the development of Mandarin Chinese in schools across the UK and further afield.
Fotini Diamantidaki is a lecturer in Languages in Education for the Postgraduate Certificate in Education (PGCE) in Languages and other teacher education routes at the UCL Institute of Education.
Lin Pan is Mandarin Excellence Programme Coordinator and Masters of Teaching Tutor at the UCL Institute of Education
Katharine Carruthers is the Director of the UCL Institute of Education (IOE) Confucius Institute for Schools and Pro-Vice-Provost (East Asia) for University College London. Katharine was awarded an OBE for services to education in the 2018 New Year Honours list.
CONTENTS: PART 1: TEACHING CHINESE IN SECONDARY SCHOOLS IN ENGLAND. 1. How to encourage students to use more target language (TL) in the Mandarin classroom – a study of mixed ability groups?, by Haishan Pan; 2. How Chinese characters are taught in UK schools: A survey of twelve teachers, by Emily Preston; 3. Teaching Mandarin characters to foreign language learners in secondary schools in England: A case study of two Mandarin lessons in a private school and a state school, by Xu Qian; 4. Literature in Chinese language teaching and learning supported by the use of the Internet and digital resources by Fotini Diamantidaki. PART 2: ACTION RESEARCH AND TEACHING CHINESE IN SCHOOLS. 5. Chinese teachers as researchers: Using research as a tool to improve practice, by Lin Pan, Robert Neal, Paul Tyskerud and Katharine Carruthers; 6. Investigating the intelligibility of Anglophone young beginner learners of Mandarin Chinese, by Robert Neal; 7. An investigation into the most effective strategies for beginner Anglophone learners to read and write Chinese characters, by Paul Tyskerud; 8. 'Checks and balances': Using proofreading skills as an effective method to improve written Mandarin Chinese by Victoria Allen; Appendix: An investigation of Hanban teachers' professional identity construction in British schools by Yi Xiang; Index.
'This timely publication offers real practical solutions to the challenges of teaching Chinese in schools. Its rich examples will be invaluable to teachers and teacher trainers'.
‘This is a much-needed work, as it puts the spotlight firmly on the teaching of Chinese in the school context. All colleagues involved in this area will find it a fascinating, informative read with the potential to promote the subject more widely and to enhance practice in meaningful ways’.
'Second language education and second language acquisition are two separate subjects, but this book combines them together, providing insight into Chinese and practical teaching methods.'