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characterized the approach in terms of perspective (propaganda-oriented), content (book-based, print media-based with outdated information), and methods (teacher-centered rote-learning).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.