Politics, Economics, Society, and Overseas Chinese Teaching: A Case Study of Australia

Autor/in	Chen, Ping
Titel	Politics, Economics, Society, and Overseas Chinese Teaching: A Case Study of Australia
Quelle	In: Chinese Education & Society, 49 (2016) 6, S.351-368 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1061-1932
DOI	10.1080/10611932.2016.1252215
Schlagwörter	Chinese; Second Language Learning; Second Language Instruction; Foreign Countries; Educational History; Immigrants; Foreign Students; Teaching Methods; Instructional Materials; Teacher Education; Educational Policy; Heritage Education; Official Languages; Language Planning; Elementary Secondary Education; Higher Education; Community Schools; Case Studies; Australia + Suchen Sie Ihr Suchwort? China; Chinesen; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; History of education; Bildungsgeschichte; Immigrant; Immigrantin; Immigranten; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Lehrerausbildung; Lehrerbildung; Politics of education; Bildungspolitik; Office language; Amtssprache; Sprachwechsel; Hochschulbildung; Hochschulsystem; Hochschulwesen; Community school; ; Gemeindeschule; Gemeinschaftsschule; Case study; Fallstudie; Case Study; Australien
Abstract	The history and current state of Chinese teaching in Australia has largely been determined by two key factors: first, the country's policy on languages, and in particular its policy regarding foreign language education; and second, its immigrants and overseas students from Chinese-speaking countries and regions. Beginning in the 1980s, Chinese teaching gained powerful support under Australia's official language policy, and the number of people studying Chinese has continuously grown. At the same time, it is worth noting that the majority of those learning Chinese are students of Chinese descent. The questions of how to design courses, prepare teaching materials, grade examinations, and train qualified teachers in response to this situation merit careful consideration. [This article was translated by Carissa Fletcher.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01