Interculturality in Chinese Language Education

Jin Tinghe is the founding president of the Chinese Educational Research Association in the UK. She was a Chinese language and literature teacher in China. She completed her PhD as a Centenary Scholar at UCL Institute of Education. Her research specialises in intercultural education, specifically in relation to the teaching and learning of Chinese. Fred Dervin is Professor of Multicultural Education at the University of Helsinki, Finland. He also holds other professorships in Australia, Canada, China, Luxembourg and Malaysia and has widely published on identity, interculturality and mobility/migration in different languages.

• Chapter 1. Identifying and Contextualising the Key Issues; Jin Tinghe and Fred Dervin.- Chapter 2. Bringing Interculturality into the Chinese-as-a-Foreign-Language Classroom; Wang Jiayi.- Chapter 3. Developing Intercultural Competence Through Study Abroad Programmes in China: An Analysis of Student Experiences at Two British Universities; Wang Jiayi and Guo Zhiyan.- Chapter 4. The Construction of Interculturality: a Study of Chinese as Heritage Language Teachers in Canada; Pan Mengting and Wang Shujiao.- Chapter 5. Becoming Professional: Exploring Identity Construction of Non-Native CFL Teachers; Zhang Chun and Wang Danping.- Chapter 6. Chinese Community Schools in England as Intercultural Educational Spaces: Pupils’, Parents’ and Teachers’ Constructions of the Chinese Language; Sara Ganassin.- Chapter 7. Developing Intercultural Competence through Cultural Activities in London Chinese Complementary Schools; Wang Danlu.- Chapter 8. Moving between Diverse Cultural Contexts: How Important is Intercultural Learning to Chinese Heritage Language Learners?; Xu Huiling and Robyn Moloney.

“ICLE is an inspiring and mind-opening read for those who are interested in the complex and evolving field of Chinese language education. It definitely provides insights for Chinese language teachers on the cultural identities and intercultural awareness of their students and themselves with the ultimate goal of developing a more efficient cultural-related pedagogy.” (Ziyi Geng, Chinese as a Second Language, Vol. 53 (1), 2018)