The teaching of Chinese characters

a case study of Mandarin teachers' understanding of career-long professional learning in the UK

Alan Huang, Sophia Lam, Fotini Diamantidaki

Research output: Contribution to conferencePoster

4 Downloads (Pure)

Abstract

Due to the growing status of Mandarin as a foreign language in schools, the number of Mandarin teachers has been on the rise worldwide in the last decade. However, the development of pedagogical approaches for teaching Mandarin in the UK context is still at its initial stage. Moreover, research shows that there are often inadequate career-long professional learning opportunities for in-service Mandarin teachers. Drawing on interviews and documentary data gathered during a one-day workshop on the teaching of Chinese characters (N=50), this paper reports on Mandarin teachers’ professional learning needs and their perceptions of teaching Chinese characters. The study argues for the importance of re-contextualising metacognition in developing language teachers’ knowledge and understanding about subject specific pedagogy. The findings also hope to contribute to the ongoing discussion on the theoretical and practical issues relating to the interconnectedness between Mandarin teachers’ self-efficacy and career-long professional learning.
Original languageEnglish
Number of pages1
Publication statusPublished - 1 Jul 2019
EventAcquisition of Chinese: Bilingualism and Multilingualism - University of Cambridge, Cambridge, United Kingdom
Duration: 1 Jul 20193 Jul 2019

Conference

ConferenceAcquisition of Chinese: Bilingualism and Multilingualism
CountryUnited Kingdom
CityCambridge
Period1/07/193/07/19

Fingerprint

career
Teaching
teacher
learning
foreign language
self-efficacy
interview
language
school

Keywords

  • Mandarin
  • Chinese characters
  • teaching language

Cite this

Huang, A., Lam, S., & Diamantidaki, F. (2019). The teaching of Chinese characters: a case study of Mandarin teachers' understanding of career-long professional learning in the UK. Poster session presented at Acquisition of Chinese: Bilingualism and Multilingualism, Cambridge, United Kingdom.
Huang, Alan ; Lam, Sophia ; Diamantidaki, Fotini. / The teaching of Chinese characters : a case study of Mandarin teachers' understanding of career-long professional learning in the UK. Poster session presented at Acquisition of Chinese: Bilingualism and Multilingualism, Cambridge, United Kingdom.1 p.
@conference{b046fd63156646b29f26c92f5bc8ea2c,
title = "The teaching of Chinese characters: a case study of Mandarin teachers' understanding of career-long professional learning in the UK",
abstract = "Due to the growing status of Mandarin as a foreign language in schools, the number of Mandarin teachers has been on the rise worldwide in the last decade. However, the development of pedagogical approaches for teaching Mandarin in the UK context is still at its initial stage. Moreover, research shows that there are often inadequate career-long professional learning opportunities for in-service Mandarin teachers. Drawing on interviews and documentary data gathered during a one-day workshop on the teaching of Chinese characters (N=50), this paper reports on Mandarin teachers’ professional learning needs and their perceptions of teaching Chinese characters. The study argues for the importance of re-contextualising metacognition in developing language teachers’ knowledge and understanding about subject specific pedagogy. The findings also hope to contribute to the ongoing discussion on the theoretical and practical issues relating to the interconnectedness between Mandarin teachers’ self-efficacy and career-long professional learning.",
keywords = "Mandarin, Chinese characters, teaching language",
author = "Alan Huang and Sophia Lam and Fotini Diamantidaki",
year = "2019",
month = "7",
day = "1",
language = "English",
note = "Acquisition of Chinese: Bilingualism and Multilingualism ; Conference date: 01-07-2019 Through 03-07-2019",

}

Huang, A, Lam, S & Diamantidaki, F 2019, 'The teaching of Chinese characters: a case study of Mandarin teachers' understanding of career-long professional learning in the UK' Acquisition of Chinese: Bilingualism and Multilingualism, Cambridge, United Kingdom, 1/07/19 - 3/07/19, .

The teaching of Chinese characters : a case study of Mandarin teachers' understanding of career-long professional learning in the UK. / Huang, Alan; Lam, Sophia; Diamantidaki, Fotini.

2019. Poster session presented at Acquisition of Chinese: Bilingualism and Multilingualism, Cambridge, United Kingdom.

Research output: Contribution to conferencePoster

TY - CONF

T1 - The teaching of Chinese characters

T2 - a case study of Mandarin teachers' understanding of career-long professional learning in the UK

AU - Huang, Alan

AU - Lam, Sophia

AU - Diamantidaki, Fotini

PY - 2019/7/1

Y1 - 2019/7/1

N2 - Due to the growing status of Mandarin as a foreign language in schools, the number of Mandarin teachers has been on the rise worldwide in the last decade. However, the development of pedagogical approaches for teaching Mandarin in the UK context is still at its initial stage. Moreover, research shows that there are often inadequate career-long professional learning opportunities for in-service Mandarin teachers. Drawing on interviews and documentary data gathered during a one-day workshop on the teaching of Chinese characters (N=50), this paper reports on Mandarin teachers’ professional learning needs and their perceptions of teaching Chinese characters. The study argues for the importance of re-contextualising metacognition in developing language teachers’ knowledge and understanding about subject specific pedagogy. The findings also hope to contribute to the ongoing discussion on the theoretical and practical issues relating to the interconnectedness between Mandarin teachers’ self-efficacy and career-long professional learning.

AB - Due to the growing status of Mandarin as a foreign language in schools, the number of Mandarin teachers has been on the rise worldwide in the last decade. However, the development of pedagogical approaches for teaching Mandarin in the UK context is still at its initial stage. Moreover, research shows that there are often inadequate career-long professional learning opportunities for in-service Mandarin teachers. Drawing on interviews and documentary data gathered during a one-day workshop on the teaching of Chinese characters (N=50), this paper reports on Mandarin teachers’ professional learning needs and their perceptions of teaching Chinese characters. The study argues for the importance of re-contextualising metacognition in developing language teachers’ knowledge and understanding about subject specific pedagogy. The findings also hope to contribute to the ongoing discussion on the theoretical and practical issues relating to the interconnectedness between Mandarin teachers’ self-efficacy and career-long professional learning.

KW - Mandarin

KW - Chinese characters

KW - teaching language

UR - http://www.acbm2019.co.uk/

M3 - Poster

ER -

Huang A, Lam S, Diamantidaki F. The teaching of Chinese characters: a case study of Mandarin teachers' understanding of career-long professional learning in the UK. 2019. Poster session presented at Acquisition of Chinese: Bilingualism and Multilingualism, Cambridge, United Kingdom.