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001450653 001__ 1450653
001450653 003__ OCoLC
001450653 005__ 20230310004537.0
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001450653 019__ $$a1348636339
001450653 020__ $$a9783031151538$$q(electronic bk.)
001450653 020__ $$a3031151534$$q(electronic bk.)
001450653 020__ $$z3031151526
001450653 020__ $$z9783031151521
001450653 0247_ $$a10.1007/978-3-031-15153-8$$2doi
001450653 035__ $$aSP(OCoLC)1348699433
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001450653 050_4 $$aPL1068.A8
001450653 08204 $$a495.180071$$223/eng/20221025
001450653 1001_ $$aHan, Yu,$$eauthor.
001450653 24510 $$aPost-monolingual transnational Chinese education /$$cYu Han, Xiaoyan Ji.
001450653 264_1 $$aCham :$$bPalgrave Macmillan,$$c[2022]
001450653 264_4 $$c©2022
001450653 300__ $$a1 online resource (xix, 111 pages) :$$billustrations.
001450653 336__ $$atext$$btxt$$2rdacontent
001450653 337__ $$acomputer$$bc$$2rdamedia
001450653 338__ $$aonline resource$$bcr$$2rdacarrier
001450653 4901_ $$aPalgrave studies in teaching and learning Chinese
001450653 500__ $$aIncludes index.
001450653 5050_ $$aChapter 1: Introduction -- Chapter 2: Research on Medium of Instruction in Teaching Chinese as a Foreign Language Classes -- Chapter 3: Postmonolingual Theory -- Chapter 4: Post-monolingual Languaging in CFL Teachers Medium of Instruction -- Chapter 5: Post-monolingual Resourcing in CFL Teaching -- Chapter 6: Post-monolingual Theorizing in CFL Teaching -- Chapter 7: Conclusion: Postmonolingual CFL Teacher Education.
001450653 506__ $$aAccess limited to authorized users.
001450653 520__ $$aThis book examines Transnational Chinese Language Education (TCLE) in the Australian context. Taking a post-monolingual perspective, the authors examine Chinese teachers monolingual and multilingual practices and mindsets in their educational practices. They find that a Chinese-centric monolingual mindset dominates the Chinese teachers, while a multilingual mindset permeates in their classroom teaching, creating an unconscious tension between the two perspectives. The book proposes that it is the responsibility of teacher educators to train future Chinese teachers with an awareness of this issue, as well as suitable strategies to overcome it and be efficient language teachers. This book will be of interest to applied linguists, pre-service and in-service language teachers, as well as students and scholars of Teaching Chinese to Speakers of Other Languages (TCSOL). Yu Han is a Lecturer at Nanfang College, Guangzhou, China. She holds a PhD from Western Sydney University, supported by the China Scholarship Council (CSC). She specializes in studies of language teacher education. As a bilingual, she has publications in both English and Chinese journals. Xiaoyan Ji is a PhD candidate and higher degree researcher in School of Education, The University of Sydney, Australia. His research interests are language education and language teacher development. As a bilingual, he has publications in both English and Chinese journals.
001450653 588__ $$aDescription based on print version record.
001450653 650_0 $$aChinese language$$xStudy and teaching$$zAustralia.
001450653 650_0 $$aMultilingual education$$zAustralia.
001450653 650_0 $$aMulticultural education$$zAustralia.
001450653 650_0 $$aTeaching$$xPhilosophy.
001450653 655_0 $$aElectronic books.
001450653 7001_ $$aJi, Xiaoyan,$$eauthor.
001450653 77608 $$iPrint version:$$aHAN, YU. JI, XIAOYAN.$$tPOST-MONOLINGUAL TRANSNATIONAL CHINESE EDUCATION.$$d[Place of publication not identified] : PALGRAVE MACMILLAN, 2022$$z3031151526$$w(OCoLC)1336537016
001450653 830_0 $$aPalgrave studies in teaching and learning Chinese.
001450653 852__ $$bebk
001450653 85640 $$3Springer Nature$$uhttps://univsouthin.idm.oclc.org/login?url=https://link.springer.com/10.1007/978-3-031-15153-8$$zOnline Access$$91397441.1
001450653 909CO $$ooai:library.usi.edu:1450653$$pGLOBAL_SET
001450653 980__ $$aBIB
001450653 980__ $$aEBOOK
001450653 982__ $$aEbook
001450653 983__ $$aOnline
001450653 994__ $$a92$$bISE