| Nota di contenuto |
Intro -- Foreword -- Acknowledgments -- Contents -- History and Overview -- Teaching Chinese in the Anglophone World: An Overview of the New Zealand Case -- 1 Introduction -- 2 Language Learning Crisis in the Anglophone World -- 3 Seventy years of Chinese Language Teaching in New Zealand: Critical Milestones -- 4 Chinese Enrolments in Primary, Secondary, and Tertiary Education -- 5 New Zealand Sociocultural Contexts -- 6 New Zealand's Indigenous People, Languages, and Worldviews -- 7 Challenges of Teaching Chinese in New Zealand -- 8 Organisation of the Book -- 9 Significance of This Book -- References -- Chinese as a Heritage Language in New Zealand: A Historical Overview -- 1 Introduction -- 2 Conceptual Framework -- 3 Changing Demographics -- 4 Chinese in New Zealand (1840-2020) -- 4.1 Gold Miners (1840-1880) -- 4.2 Yellow Peril (1880-1930) -- 4.3 War Refugees (1930-1950) -- 4.4 Bananas: Assimilating into the White New Zealand (1950-1987) -- 4.5 New Migrants (1987-2000) -- 4.6 Transnational Migrants (2000-present) -- 5 Teaching Chinese as a Heritage Language in New Zealand -- 5.1 The Emerging Period (1950-1987) -- 5.2 The Second Stage (1987-2008) -- 5.3 The Third Stage (2008-present) -- 6 Conclusion and Future Research -- References -- The Teaching of Mandarin Chinese in New Zealand's Schools: Where Have We Come From? Where Are We Now? Where Are We Going? -- 1 Introduction -- 2 Why Mandarin Is Important-For New Zealand and the World -- 3 School Statistics -- 4 The MLA Programme: A Positive Initiative -- 5 The MLA Programme: Constraints in Practice -- 6 The Bigger Picture: Positive Rhetoric -- 7 The Bigger Picture: Constraints in Practice -- 8 Implications for the Future of Mandarin in New Zealand's Schools -- 9 Moving Beyond the MLA Programme -- References.
The Journeys of the Confucius Institutes in New Zealand: The What, The Why, The How, The Challenges -- 1 Introduction -- 2 The Mission of the Confucius Institutes -- 3 Teaching Chinese in Schools -- 3.1 New Zealand Educators' Delegation to China -- 3.2 Chinese Taster Programmes -- 3.3 The Mandarin Language Assistant (MLA) Programme -- 3.4 New Zealand Curriculum-Based Chinese Teaching Materials -- 3.5 Chinese Competitions -- 3.6 Internationally Recognised Assessments for Chinese Learners -- 3.7 Cultural Activities: An Enhancement to Language Learning -- 4 Achievements and Challenges -- 5 The Future for Chinese Teaching in New Zealand Schools -- References -- Teaching Classical Chinese at New Zealand Universities: A Languacultural Perspective -- 1 Introduction -- 2 Chinese Studies in New Zealand Universities -- 3 Classical Chinese Teaching from Sinological and Languacultural Perspectives -- 4 Relevance of Pre-Qin Texts to Modern China/Chinese Studies: The VUW Experience -- 5 Discussion -- 6 Conclusion -- References -- Chinese as a Heritage Language -- Language and Identity: Perspectives of Chinese Parents in Aotearoa New Zealand -- 1 Introduction and Demographic Landscape -- 2 Early Childhood Education -- 3 Literature Review -- 4 Theoretical Construct of Identity -- 5 Data Collection and Analysis -- 6 Findings -- 6.1 Complex and Nuanced Perceptions of Identity -- 6.2 Complex Interrelationships Between Identities and Languages -- 6.3 Flexible Language Policy Concerns -- 6.4 The Role of ECE in Supporting the Chinese Language and Identity -- 7 Implications and Conclusion -- References -- The Role of Heritage Culture and Language Learning in Nurturing Gifted Chinese Students in New Zealand Schools -- 1 Introduction -- 2 Literature Review -- 2.1 Chinese Heritage Cultural Values Affect Educational Beliefs.
2.2 Chinese Heritage Culture Shapes Chinese Perceptions of Gifted and Talented Education -- 2.3 Differences in Teaching Chinese Between New Zealand and Other English-Speaking Countries -- 3 Method -- 3.1 Participants -- 3.2 Data Collection -- 4 Findings -- 4.1 Chinese Cultural Impacts on Chinese Immigrant Families Understanding of Giftedness -- 4.2 Chinese Culture Shapes Chinese Immigrant Family's Parental Involvement and Expectations -- 4.3 Attitudes Towards Chinese Language Learning in Developing Giftedness -- 5 Implications and Conclusion -- References -- Chinese Heritage Language Learners' Intercultural Communicative Competence Development and Identity Exploration in the New Zealand Secondary School Context -- 1 Introduction -- 2 Literature Review -- 3 Methodology -- 3.1 Setting -- 3.2 Participants -- 3.3 Data Collection -- 3.4 Data Analysis -- 4 Findings -- 4.1 CHL Learners' ICC Development with the Implementation of Role-Plays -- 4.2 Skills of Interaction -- 4.3 Critical Cultural Awareness -- 4.4 Attitudes -- 4.5 CHL Learners' Identities Construction -- 5 Discussion -- 6 Conclusion -- References -- Identity and Investment in Chinese Language Learning: Perspectives from Dialect-Background Heritage Learners in New Zealand -- 1 Introduction -- 2 Literature Reviews -- 2.1 Identity and CHL Learning -- 2.2 The Notion of Investment -- 3 Research Design -- 3.1 Setting and Participants -- 3.2 Data Collection and Analysis -- 4 Findings -- 4.1 The Transnational Identity -- 4.2 Chinese as Ethnic Identity -- 4.3 Sub-Ethnic Identities -- 4.4 Identity of "Legitimate Mandarin Speakers" -- 5 Discussion and Conclusion -- References -- Chinese Language Teachers and Teaching -- Creating a Sustainable Mandarin Language Programme in an Aotearoa New Zealand Primary School: Complexities and Achievements -- 1 Introduction -- 2 Paragon School-Context.
3 Paragon School's Journey -- 4 The Importance of the Customised Long-term PD -- 4.1 Attitude and Confidence -- 4.2 Community -- 5 Teacher Initiatives Complementing the Customised PD -- 5.1 Collaboration and Planning -- 5.2 Language Knowledge -- 6 The Importance of Leadership -- 6.1 Solidarity and Value -- 6.2 Release Time and Acknowledgement -- 6.3 Participation and Engagement -- 7 The Current Situation at Paragon School -- 8 Implications and Recommendations -- References -- Privileging Māori and Chinese: Translanguaging in Chinese Language Teaching in Aotearoa New Zealand -- 1 Introduction -- 2 Historical, Sociocultural, and Educational Background -- 3 Education and Te Tiriti -- 4 Literature Review -- 4.1 Translanguaing Theory as Pedagogy, Practice, and Stance -- 4.2 Translanguaging in CAL -- 5 Translanguaging in This Study -- 5.1 Methodological Considerations -- 5.2 Practitioner Research -- 5.3 Autoethnographic Reflection -- 6 CAL Classroom Resources Practice, Experience, and Reflection -- 6.1 Classroom Practice, Example 1-CAL Class Slides and Routines -- 7 What Was I Trying to Achieve? -- 8 How Did Students Respond? -- 9 Autoethnographic Reflection, Discussion, and Conclusion -- References -- Teaching Chinese in New Zealand Secondary Schools: What Teachers Say About Grammar Teaching -- 1 Introduction -- 2 Literature Review -- 2.1 The Grammar Debates -- 2.2 Teachers' Beliefs About Grammar Teaching -- 3 Method -- 3.1 Participants -- 3.2 Data Collection and Analysis -- 4 Results -- 4.1 Whether to Teach: Natural Acquisition or Formal Instruction -- 4.2 When to Teach: More Grammar at Higher Levels -- 4.3 How to Teach: Teaching Grammar in Context -- 5 Discussion -- 6 Conclusion -- References -- Preservice Chinese Language Teachers' Conceptions of Assessment in New Zealand -- 1 Introduction -- 2 Literature Review.
2.1 Preservice Teachers' Conceptions of Assessment -- 2.2 Personal Level Factor: Influence of Chinese Examination Culture -- 2.3 Microlevel Factors: Influences of ITE Programmes -- 2.4 Macrolevel Factors: The Influence of Chinese Language Teaching and Assessment -- 3 The Study -- 3.1 Setting: The ITE Programme -- 3.2 Participants -- 3.3 Data Collection -- 3.4 Data Analysis -- 4 Findings -- 4.1 Assessment Purposes: Formative and Summative Assessments -- 4.2 Relationship Between Formative and Summative Assessment -- 4.3 Learning from the Coursework -- 4.4 Influences from Associate Teachers During Practicum -- 4.5 Resources for Teaching and Assessment -- 4.6 Limited Time Allocation for Chinese Subject -- 5 Discussion -- 6 Conclusion -- References -- Chinese Language Teachers' Beliefs About Language Pedagogy in New Zealand Universities -- 1 Introduction -- 2 Literature Review -- 2.1 The Developing Approaches to L2 Pedagogy -- 2.2 CFL Teachers' Beliefs About Language Pedagogy -- 3 Methodology -- 3.1 Participant Teachers -- 3.2 Data Collection and Analysis -- 4 Findings -- 4.1 The Structural View and the Communicative View of Language -- 4.2 Novice Teachers' Coexistence of Inconsistent Beliefs -- 4.3 The Sources of Teachers' Beliefs -- 5 Discussion -- 6 Conclusion -- References -- Teaching Chinese Heritage Children in New Zealand to Read Chinese Characters in a Community School Through a Progressive Character Reading Method -- 1 Introduction -- 2 Factors Related to Character Learning -- 2.1 Radical Awareness -- 2.2 Frequent Exposure -- 3 Conventional Teaching Methods -- 4 Progressive Character Reading -- 4.1 Three Key Features of PCR -- 4.2 Effectiveness of PCR -- 5 Discussion -- 6 Implications and Conclusion -- References -- Novice Chinese Learners' Character Learning Strategies and Character Skills: A Think-Aloud Study -- 1 Introduction.
2 Literature Review.
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Language learning in anglophone countries : challenges, practices, ways forward / / edited by Ursula Lanvers, Amy S. Thompson, Martin East
