Critiquing Current
Teaching Chinese to International Learners (TCIL)
A case study focusing on
perspective, content and methods
Zhong Yong (钟勇)
University of New South Wales
This
proposed presentation is based on 1) two years of research and reflective
teaching at the University of New South Wales, 2) research and experiments
leading to the compilation of a new concept Chinese language text book (Chinese Online Advanced) and 3) a series
of lectures presented at a number of Chinese universities in late 2012.
The
presentation will start with a critique of a common approach of Chinese
language teaching prevalent in China
and also in some international institutions. I have characterized the approach
in terms of perspective (propaganda-oriented), content (book-based, print
media-based with outdated information), and methods (teacher-centered
rote-learning). It will proceed to arguing that the approach is responsible for
many of the malaises familiar to us teachers, including uninspiring outcome,
disenchanted students and failure to acquire relevant language competence. It
will continue to argue that the time has changed and teachers are now relating
to a very new generation of students living in a virtual, postmodern, globalized, online/multimedia and decentralized world. To
provide teaching that is relevant and fulfilling to this generation, TCIL has
to change and modernize too. Lastly the presentation will conclude with a list
of 12 challenges intended to provoke the audience to attempt a new approach,
which has been inspired by colleagues of TESL/TEFL and informed by the research
and experiments cited in the beginning of the proposal.