Key Factors in the Successful Implementation of Chinese Language Courses in Upper Secondary Schools: A Case Study from the Czech Republic

Autor/inn/en	Šamajová, Katerina; Zahradníková, Michaela
Titel	Key Factors in the Successful Implementation of Chinese Language Courses in Upper Secondary Schools: A Case Study from the Czech Republic
Quelle	In: Language Learning Journal, 51 (2023) 3, S.298-311 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Šamajová, Katerina) ORCID (Zahradníková, Michaela)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-1736
DOI	10.1080/09571736.2021.2023611
Schlagwörter	Secondary School Students; Chinese; Second Language Learning; Second Language Instruction; Foreign Countries; Second Language Programs; Program Implementation; Partnerships in Education; Access to Education; Trend Analysis; Educational Policy; Standards; Program Evaluation; Language Teachers; Native Speakers; Administrator Attitudes; Czech Republic + Suchen Sie Ihr Suchwort? Sekundarschüler; China; Chinesen; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Hochschulpartnerschaft; Education; Access; Bildung; Zugang; Bildungszugang; Trendanalyse; Politics of education; Bildungspolitik; Standard; Programme evaluation; Programmevaluation; Language teacher; Sprachunterricht; Muttersprachler; Tschechische Republik
Abstract	This paper aims to provide a comprehensive narrative of the current status of Chinese language teaching at upper secondary schools in the Czech Republic. Processes involved in developing the Chinese language curriculum in upper secondary schools were mapped through a qualitative survey. Representatives of 20 schools were interviewed to identify factors associated with the successful implementation of Chinese language courses. The research focuses on answering two questions: (1) What factors determine the success or failure of a Chinese language programme at a secondary school? (2) What systemic support can be provided to facilitate Chinese teaching at upper secondary schools? In answer to the first question, factors such as the mindset of stakeholders, curricular classification, employment, and partnerships are discussed. As for systemic support, fostering a realistic attitude, institutional support and cooperative partnerships are suggested. These findings may serve as a source of inspiration for countries where the Chinese language in secondary education is still in the process of development, as is the case in the Czech Republic. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01