The book “Mandarin Chinese Teacher Education” originates from the endeavors of the UCL Institute of Education Confucius Institute, which aims to bolster the incorporation of Mandarin Chinese into the mainstream curriculum of schools. This edited compilation convenes researchers, educators engaged in action research, and student-teachers with the objective of addressing the dearth of literature tailored specifically to support Chinese language instructors. It offers:
1. Practical suggestions for Chinese language teachers to implement in their classrooms
2 .Evaluation of diverse strategies and methodologies unique to teaching Mandarin Chinese
3 .Illustrative instances of utilizing action research to facilitate teachers in reflecting on their own practices while contributing to the advancement of teaching methodologies within the discipline.
The book is poised to be beneficial for PGCE Mandarin students, teacher educators, and individuals involved in the enhancement of Mandarin Chinese education in schools across the UK and beyond.
Pioneers of Language Education at UCL IOE
Fotini Diamantidaki holds the position of lecturer specializing in Languages in Education within the corridors of the UCL Institute of Education. Her expertise is paramount, particularly in guiding aspiring educators through the Postgraduate Certificate in Education (PGCE) program, focusing on languages and various teacher education pathways.
Lin Pan’s contributions shine brightly as the Mandarin Excellence Programme Coordinator and as a revered Master of Teaching Tutor at the prestigious UCL Institute of Education. Lin’s dedication extends beyond coordination, offering invaluable insights and mentorship in the realm of language education.
Katharine Carruthers, a luminary figure within the UCL Institute of Education, assumes the roles of Director of the renowned IOE Confucius Institute for Schools and Pro-Vice-Provost (East Asia) for University College London. Her commitment to advancing education, particularly in East Asia, has been duly recognized with the prestigious OBE awarded in the 2018 New Year Honours list.
Readers’ Voices: Unveiling the Journey Within the Pages
“This timely publication provides invaluable insights and practical solutions for the unique challenges of teaching Chinese in school settings. With rich examples and practical guidance, it serves as an indispensable resource for teachers and teacher trainers striving to enhance their practice.”
“Addressing a critical gap in the literature, this work sheds much-needed light on the teaching of Chinese in schools. Its comprehensive approach has the potential to not only broaden the subject’s appeal but also to elevate teaching practices for educators across the board.”
“Blending second language education and acquisition perspectives, this book offers valuable insights into the nuances of teaching Chinese as a second language. Its practical teaching methods and expert analysis make it an indispensable resource for educators and researchers alike.”
The Art of Teaching Mandarin: Contents and Pathways
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 is 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.
