LEADER 03370nam 2200493 450 001 9910647396503321 005 20230502013219.0 010 $a9783030892135$b(electronic bk.) 010 $z9783030892128 024 7 $a10.1007/978-3-030-89213-5 035 $a(MiAaPQ)EBC7186238 035 $a(Au-PeEL)EBL7186238 035 $a(CKB)26050277800041 035 $a(DE-He213)978-3-030-89213-5 035 $a(EXLCZ)9926050277800041 100 $a20230502d2022 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aTeacher voices in Chinese language teaching $epersonal reflections on culture /$fScott Smith 205 $a1st ed. 2022. 210 1$aCham, Switzerland :$cPalgrave Macmillan,$d[2022] 210 4$dİ2022 215 $a1 online resource (151 pages) 225 1 $aPalgrave studies in teaching and learning Chinese 311 08$aPrint version: Smith, Scott Teacher Voices in Chinese Language Teaching Cham : Springer International Publishing AG,c2023 9783030892128 320 $aIncludes bibliographical references and index. 327 $a1 Who is Teaching Who What? Chinese as a Foreign Language Teaching in Australian Schools -- 2 Intercultural Competence as a Goal of Language Learning: What Are Chinese Teachers Doing with Culture? -- 3 A Way to Discover Culture in Language -- 4 Teacher Voices on Thoughts About Language and Culture Teaching -- 5 The Way Forward -- Appendix A: Online Survey for CFL Teachers -- Appendix B: Interview Questions (Part A). 330 $aThis book reports the results of an ethnographic study, focusing primarily on the experiences of four teachers of the Chinese language in Australian secondary schools. The author creates an audience for their voices as they reflect on their own understandings of culture, language teaching, and culture in language teaching through semi-structured interviews, and compares these reflections with written stimulus dialogues designed to elicit 'culture-in-language' reflections, as well as curriculum and policy documents produced by the Australian government. The book's findings indicate that teachers of the Chinese language are diverse in their views on culture, language teaching, and the ways in which culture can or should inform language teaching, and the author argues that language teacher intercultural competence cannot be assessed through a synthesis of the current English-only research literature. This book will be of interest to teachers and teacher trainers of Chinese as a foreign language, as well as students and scholars of applied linguistics and language education more broadly. Scott Smith is Senior Lecturer at Excelsia College, Sydney, Australia. He spent an extended period in China where he learned Mandarin and taught English. 410 0$aPalgrave studies in teaching and learning Chinese. 606 $aChinese language$xStudy and teaching$xForeign speakers 606 $aTeachers 615 0$aChinese language$xStudy and teaching$xForeign speakers. 615 0$aTeachers. 676 $a495.180071 700 $aSmith$b Scott$01277211 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 912 $a9910647396503321 996 $aTeacher Voices in Chinese Language Teaching$93010153 997 $aUNINA