Frontiers of L2 Chinese Language Education

Over the past four decades, learning Chinese as a second language has transformed from individual small-scale endeavors to organized mass studies worldwide. In a fast-changing world, the field of L2 Chinese language education is confronted by unprecedented challenges and opportunities. This book presents recent pedagogical practices, innovations and research in L2 Chinese language education across five continents.
Bringing together a diverse range of leading researchers and educators, it showcases the latest knowledge, teaching-led research, innovative curriculum design and pedagogical practice in a variety of instructional contexts. Through a mix of overview chapters, empirical studies and critical discussions, the book addresses four key themes - formal instruction; language education technology; curriculum development; and critical overviews- and reflects the latest challenges and coping strategies for teaching and learning Chinese in an increasingly digital world.
It will be essential reading for researchers, teachers and students of Chinese as a second language, as well as curriculum developers and textbook writers.

Yanyin Zhang (PhD, senior lecturer) works at the Australian National University. Her current research interests and publications include second language (English and Chinese) acquisition and pedagogy. She has published in a variety of prestigious international journals and edited books such as Language Learning and John Benjamins. Xiaoping Gao (PhD) is senior lecturer in Chinese and currently directs the languages and linguistics discipline and the Chinese language program at the University of Wollongong. She has published widely in international journals and books on Chinese as a second language research, language pedagogy, and intercultural communication.

Chapter 1 Teaching in action: L2 Chinese pedagogical practice and reflection, Yanyin Zhang, Xiaoping Gao; Chapter 2 Innovative excellence: a case study of a Chinese language flagship program, Wayne He; Chapter 3 From individual tones to connected speech: the case of Tone 3, Hang Zhang; Chapter 4 Student engagement and pedagogical innovations for the pandemic- precipitated online delivery of university Chinese courses, Yanfeng Qu; Chapter 5 Connecting integrated performance assessment to Chinese classroom teaching and learning, Song Jiang, Jing Wu, Jia Xu, Jiaxin Tian; Chapter 6 Oral corrective feedback on Mandarin pronunciation in live online classes, Xiaoping Gao; Chapter 7 From input to output: learnability of the Chinese existential structure, Yanyin Zhang; Chapter 8 A proposal for a pedagogical grammar syllabus in tertiary Chinese language education in Japan, Keika Suzuki, Kaori Nishi, Yutaka Furukawa, Satomi Nakata; Chapter 9 Striving for educational equity in South Africa: L2 Chinese instruction under COVID-19, Liling Yan, Aobing Zeng, Jianling Guo; Chapter 10 Online Chinese language teaching now and post COVID-19: Challenges and opportunities from the experience and perspective of a UK teacher, George X Zhang; Chapter 11 Seventy years of Chinese language education in New Zealand: a transdisciplinary overview, Danping Wang; Chapter 12 Looking ahead: contextualizing the future of L2 Chinese pedagogy studies, Yanyin Zhang, Xiaoping Gao