3.2.5 Chinesisch als Fremdsprache in einzelnen Ländern

3.2.5 Chinesisch als Fremdsprache in einzelnen Ländern

  • Beijing yuyan xueyuan shijie hanyu jiaoxue jiaoliu zhongxin xinxi ziliao bu 北京语言学院世界汉语教学交流中心信息资料部 (1991): Shijie hanyu jiaoxue gaikuang 世界汉语教学概况. Beijing: Guoji wenhua chuban gongsi 国际文化出版公司.
  • Dunworth, Katie; Zhang, Grace (Hg.) (2014): Critical Perspectives on Language Education. Australia and the Asia Pacific. Cham, s.l.: Springer International Publishing (Multilingual Education, 11). Online verfügbar unter http://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=817418.
  • Luan, Duo (2017): The application of a visual stimulation approach for teaching CFL at beginner level. In: Yang Lu (Hg.): Teaching and Learning Chinese in Higher Education. Theoretical and Practical Issues: Routledge, S. 131–156.
  • Xu, Hui Ling; Moloney, Robyn (2016): Teacher Personal Practical Knowledge as a Foundation for Innovative Practice: Narratives of Returnee Teachers of CFL in Overseas Contexts. In: Robyn Moloney und Hui Ling Xu (Hg.): Exploring Innovative Pedagogy in the Teaching and Learning of Chinese as a Foreign Language: Springer Singapore (Multilingual Education), S. 157–176.
  • Zhang Xiping (2009): Shijie hanyu jiaoyu shi. Beijing: Shangwu yinshuguan.

3.2.5.1 Chinesisch als Fremdsprache in Europa

  • Bao, Rui; Du, Xiangyun (2015): Implementation of task-based language teaching in Chinese as a foreign language: benefits and challenges. In: Language, Culture and Curriculum 28 (3), S. 291–310. DOI: 10.1080/07908318.2015.1058392.
  • Cáceres-Lorenzo, MTeresa (2015): Teenagers learning Chinese as a foreign language in a European Confucius Institute: the relationship between language learner strategies and successful learning factors. In: Language Awareness 24 (3), S. 255–272. DOI: 10.1080/09658416.2015.1075544.
  • Gabbianelli, Gloria; Formica, Agnese (2017): Difficulties and Expectations of First Level Chinese Second Language Learners. In: Istvan Kecskes (Hg.): Explorations into Chinese as a Second Language. Cham: Springer International Publishing (Educational Linguistics, v.31), S. 183–206.
  • Kölla, Brigitte (2014): Erste Jahrestagung des Verbands Fachdidaktik Distante Sprachen Schweiz zum Thema „Nachhaltige Curricula“. In: CHUN – Chinesischunterricht 29, S. 106–107.
  • Li, Jinling; Juffermans, Kasper (2014): Learning and teaching Chinese in the Netherlands: The metapragmatics of a polycentric language. In: Andy Hancock und Xiao Lan Curdt-Christiansen (Hg.): Learning Chinese in diasporic communities. Many pathways to being Chinese. Amsterdam, Philadelphia: John Benjamins Publishing Company (AILA applied linguistics series, volume 12), S. 97–116.
  • Lu, Yang (Hg.) (2017): Teaching and Learning Chinese in Higher Education. Theoretical and Practical Issues: Routledge. Online verfügbar unter https://www.taylorfrancis.com/books/e/9781315520810.
  • Romagnoli, Chiara (2016): Explicit, implicit and metalinguistic knowledge in L2 Chinese. In: Hongyin Tao (Hg.): Integrating Chinese Linguistic Research and Language Teaching and Learning. Amsterdam: John Benjamins Publishing Company (7), S. 81–96.
  • Ruan, Youjin; Duan, Xiaoju; Du, Xiang Yun (2015): Tasks and learner motivation in learning Chinese as a foreign language. In: Language, Culture and Curriculum 28 (2), S. 170–190. DOI: 10.1080/07908318.2015.1032303.
  • Zhang, Chun; Wang, Danping (2017): Becoming Professional: Exploring Identity Construction of Non-native CFL Teachers. In: Tinghe Jin und Fred Dervin (Hg.): Interculturality in Chinese language education. London: Palgrave Macmillan (Palgrave studies on Chinese education in a global perspective), S. 89–106.
  • Zhang Xiping et al. (2003): xifangren zaoqi hanyu xuexi shi diaocha 西方人早期汉语学习史调查. Beijing: Zhongguo da baike quanshu chubanshe 中国大百科全书出版社.

 

3.2.5.1.1 Chinesisch als Fremdsprache in Frankreich

  • Altmeyer, Marianne (1985): Situationsbericht zum Chinesischunterricht in Frankreich. In: CHUN – Chinesischunterricht
  • Bai Lesang (1995): Faguo hanyu jiaoxue shi qianlun 法国汉语教学史浅论. In: di si jie guoji hanyu jiaoxue taolunhui lunwen xuan bianji weiyuanhui《第四届国际汉语教学讨论会论文选》编辑委员会 (Hg.): di si jie guoji hanyu jiaoxue taolunhui lunwen xuan 第四届国际汉语教学讨论会论文选. Beijing: Beijing yuyan xueyuan chubanshe 北京语言学院出版社.
  • Billion, Roger (1994): Zu den Entwicklungen und Problemen des Chinesischunterrichts an französischen Gymnasien. In: CHUN – Chinesischunterricht
  • Hoffmann, Jana N.; Guder, Andreas (2007): „Une langue émergente“ – Chinesischunterricht in Frankreich. In: CHUN – Chinesischunterricht 22, S. 187–195.
  • Kurz, Elisabeth (1986): Noch einmal zur Situation des Chinesisch-Unterrichts in Frankreich. In: CHUN – Chinesischunterricht
  • Kurz, Elisabeth (1994): Der Chinesischunterricht an Frankreichs Gymnasien. In: CHUN – Chinesischunterricht
  • Wang Ruojiang (2004): dui faguo hanyu jiaocai de zai renshi 对法国汉语教材的再认识. In: Hanyu Xuexi (6).

3.2.5.1.2 Chinesisch als Fremdsprache in Deutschland

  • Berg, Christine (2014): 18. Tagung zum modernen Chinesischunterricht Chinesisch als Fremdsprache: Mündlichkeit und Schriftlichkeit. In: CHUN – Chinesischunterricht 29, S. 110–116.
  • Fachverband Chinesisch (1984): Chinesischunterricht in der Bundesrepublik Deutschland. In: CHUN – Chinesischunterricht
  • Fachverband Chinesisch (1984): Modernes Chinesisch an Universitäten in der Bundesrepublik (Tabellen 1-2). In: CHUN – Chinesischunterricht
  • Fachverband Chinesisch (1985): Modernes Chinesisch an Universitäten in der Bundesrepublik (Tabellen 3-4). In: CHUN – Chinesischunterricht
  • Fachverband Chinesisch (1986): Chinesisch an den Gymnasien der Bundesrepublik. In: CHUN – Chinesischunterricht
  • Fachverband Chinesisch (1988): Chinesisch an den Gymnasien der Bundesrepublik einschl. Berlin (West) (Stand Febr. 1988). In: CHUN – Chinesischunterricht
  • Geng Youquan (2005): falankefu daxue de hanxue yanjiu yu hanyu jiaoxue 法兰克福大学的汉学研究与汉语教学. In: Shijie hanyu jiaoxue (4).
  • Guder-Manitius, Andreas (1998): Gymnasien mit Chinesischangebot in der Bundesrepublik Deutschland (Tabelle). In: CHUN – Chinesischunterricht
  • Kaden, Klaus (1987): Chinesischausbildung in der Deutschen Demokratischen Republik. In: CHUN – Chinesischunterricht
  • Kaden, Klaus (1991): Die Situation der Chinesischausbildung auf dem Gebiet der ehemaligen DDR zu Beginn des Jahres 1991. In: CHUN – Chinesischunterricht
  • Kultusministerkonferenz (Hg.) (2011): Chinesisch an Schulen in Deutschland. Ergänzung 2011. Bonn: PAD.
  • Meng Hong (2000): Deguo gaoxiao Hanyu kouyu ke chayi jiaoxue chutan 德国高校汉语口语课差异教学初探. In: Hanyu Xuexi (2).
  • Mörke, Alexander (2014): 5. Bundestagung „Chinesisch als Fremdsprache an Schulen“. In: CHUN – Chinesischunterricht 29, S. 101–103.
  • Neder, Christina (2009): Chinesisch an Schulen in Deutschland. Bericht aus den Ländern. In: CHUN – Chinesischunterricht
  • Rath, Marion (2005): Baden-Württemberg. Arbeitsberichte zum Chinesischunterricht an Sekundarschulen in neun deutschen Bundesländern. In: CHUN – Chinesischunterricht 20, S. 112–116.
  • Zhang, Yan (2008): 德国人学汉语的声调问题. Deguoren xue Hanyu de shengdiao wenti. In: CHUN – Chinesischunterricht

3.2.5.1.3 Chinesisch als Fremdsprache in Großbritannien

  • Andy Hancock (2014): Chinese complementary schools in Scotland and the Continua of Biliteracy. In: Andy Hancock und Xiao Lan Curdt-Christiansen (Hg.): Learning Chinese in diasporic communities. Many pathways to being Chinese. Amsterdam, Philadelphia: John Benjamins Publishing Company (AILA applied linguistics series, volume 12), S. 59–80.
  • Francis, Becky; Mau, Ada; Archer, Louise (2014): Speaking of identity?: British-Chinese young people’s perspectives on language and ethnic identity. In: Andy Hancock und Xiao Lan Curdt-Christiansen (Hg.): Learning Chinese in diasporic communities. Many pathways to being Chinese. Amsterdam, Philadelphia: John Benjamins Publishing Company (AILA applied linguistics series, volume 12), S. 203–218.
  • Ganassin, Sara (2017): Chinese Community Schools in England as Intercultural Educational Spaces: Pupils’, Parents’ and Teachers’ Constructions of the Chinese Language. In: Tinghe Jin und Fred Dervin (Hg.): Interculturality in Chinese language education. London: Palgrave Macmillan (Palgrave studies on Chinese education in a global perspective), S. 107–130.
  • Higgins, Louise T.; Sheldon, Kerry (2001): Teaching of Mandarin in an English Comprehensive School: A case study. In: Educational Studies 27 (2), S. 109–127. DOI: 10.1080/03055690120050365.
  • Holmes, Prue (2017): Commentary. In: Tinghe Jin und Fred Dervin (Hg.): Interculturality in Chinese language education. London: Palgrave Macmillan (Palgrave studies on Chinese education in a global perspective), S. 177–181.
  • Hu, Bo (2010): The challenges of Chinese: a preliminary study of UK learners‘ perceptions of difficulty. In: Language Learning Journal 38 (1), S. 99–118. DOI: 10.1080/09571731003620721.
  • Jin, Tinghe (2017): Moving beyond ‘intercultural competence’: interculturality in the learning of Mandarin in UK universities. In: Language and Intercultural Communication 17 (3), S. 306–322. DOI: 10.1080/14708477.2016.1259320.
  • Tung P. C. (1987): Lundun daxue yafei xueyuan de hanyu jiaoxue 伦敦大学亚非学院的汉语教学 (Chinese Language Teaching at S.O.A.S.). In: CHUN – Chinesischunterricht
  • Wang, Danlu (2017): Developing Intercultural Competence Through Cultural Activities in London Chinese Complementary Schools. In: Tinghe Jin und Fred Dervin (Hg.): Interculturality in Chinese language education. London: Palgrave Macmillan (Palgrave studies on Chinese education in a global perspective), S. 131–150.
  • Wang, Jiayi; Guo, Zhiyan (2017): Developing Intercultural Competence Through Study Abroad Programmes in China: An Analysis of Student Experience at Two British Universities. In: Tinghe Jin und Fred Dervin (Hg.): Interculturality in Chinese language education. London: Palgrave Macmillan (Palgrave studies on Chinese education in a global perspective), S. 41–61.
  • Wang, Li; Higgins, Louise T. (2008): Mandarin teaching in the UK in 2007: a brief report of teachers’ and learners’ views. In: Language Learning Journal 36 (1), S. 91–96. DOI: 10.1080/09571730801988504.
  • Wei, Li; Hua, Zhu (2014): Language and literacy teaching, learning and socialization in the Chinese complementary school classroom. In: Andy Hancock und Xiao Lan Curdt-Christiansen (Hg.): Learning Chinese in diasporic communities. Many pathways to being Chinese. Amsterdam, Philadelphia: John Benjamins Publishing Company (AILA applied linguistics series, volume 12), S. 117–136.
  • Ye, Wei; Edwards, Viv (2018): Confucius institute teachers in the UK: motivation, challenges, and transformative learning. In: Race Ethnicity and Education 21 (6), S. 843–857. DOI: 10.1080/13613324.2017.1376636.
  • Zhang, George X.; Li, Linda M. (2009): Chinese language teaching in Britain: Present and future. In: CHUN – Chinesischunterricht
  • Zhang, George X.; Li, Linda M. (2010): Chinese language teaching in the UK: present and future. In: Language Learning Journal 38 (1), S. 87–97. DOI: 10.1080/09571731003620689.
  • Zhang, George X.; Li, Linda M. (2019): Chinese Language Learning and Teaching in the UK. In: Chris Shei, Monica McLellan Zikpi und Der-Lin Chao (Hg.): The Routledge Handbook of Chinese Language Teaching: Routledge

3.2.5.1.4 Chinesisch als Fremdsprache in Italien

  • Masini, Federico (2009): Teaching Chinese in Italy: Past and present. In: CHUN – Chinesischunterricht (24).

3.2.5.1.5 Chinesisch als Fremdsprache in Russland und Osteuropa

  • Kaden, Klaus (1998): Informationen über den Russischen Verband der Chinesisch-Lehrkräfte. In: CHUN – Chinesischunterricht 14.
  • Zhang Xiping et al. 张西平 等 (2003): xifangren zaoqi hanyu xuexi shi diaocha 西方人早期汉语学习史调查. Beijing 北京. Zhongguo da baike quanshu chubanshe 中国大百科全书出版社.

3.2.5.2 Chinesisch als Fremdsprache in den USA

  • Brown, Tony; Bown, Jennifer (Hg.) (2015): To advanced proficiency and beyond. Theory and methods for developing superior second language ability. Washington, D.C.: Georgetown University Press.
  • Chao, Der-Lin (2019): The Beginning of Chinese Professorship and Chinese Language Instruction in the United States. History and Implications. In: Chris Shei, Monica McLellan Zikpi und Der-Lin Chao (Hg.): The Routledge Handbook of Chinese Language Teaching: Routledge.
  • Chen, Dongdong (2013): What can a smartphone offer to learners of Chinese? In: Journal of Technology and Chinese Language Teaching 4 (2), S. 86–95. Online verfügbar unter http://www.tclt.us/journal/2013v4n2/cheng.pdf.
  • Christensen, Matthew B.; Bourgerie, Dana (2015): Chinese for Special Purposes: Individualized Instruction as a Bridge to Overseas Direct Enrollment. In: Tony Brown und Jennifer Bown (Hg.): To advanced proficiency and beyond. Theory and methods for developing superior second language ability. Washington, D.C.: Georgetown University Press, S. 87–104.
  • Curdt-Christiansen, Xiao Lan (2006): Teaching and Learning Chinese: Heritage Language Classroom Discourse in Montreal. In: Language, Culture and Curriculum 19 (2), S. 189–207. DOI: 10.1080/07908310608668762.
  • Diao, Wenhao; Liu, Hsuan-Ying (2019): Teaching Chinese at American Charter Schools. Identity and Classroom Teaching. In: Fangyuan Yuan und Shuai Li (Hg.): Classroom Research on Chinese as a Second Language: Routledge.
  • Everson, Michael E. (2008): The Importance of Standards. In: Michael E. Everson und Yun Xiao (Hg.): Teaching Chinese as a Foreign Language. Theories and Applications. Boston: Cheng & Tsui Company, S. 3–18.
  • Everson, Michael E. (2016): CFL Teacher Preparation and Development Pages. In: Jiening Ruan, Jie Zhang und Cynthia B. Leung (Hg.): Chinese Language Education in the United States. 1st ed. 2016. Cham: Springer Science + Business Media (Multilingual Education, 14), S. 231–244.
  • Fachverband Chinesisch (1986): Erfahrungen im Chinesischunterricht in den Vereinigten Staaten und an der Sprachenhochschule Beijing (Interview mit Timothy Light). In: CHUN – Chinesischunterricht
  • He, Agnes Weiyun (2008): Chinese as a heritage language: An introduction. In: Agnes Weiyun He und Yun Xiao (Hg.): Chinese as a heritage language. Fostering rooted world citizenry. Mānoa: National Foreign Language Resource Center University of Hawai’i at Mānoa (NFLRC monographs), S. 1–12.
  • He, Agnes Weiyun; Xiao, Yun (Hg.) (2008): Chinese as a heritage language. Fostering rooted world citizenry. Mānoa: National Foreign Language Resource Center University of Hawai’i at Mānoa (NFLRC monographs).
  • Huang, Hui (2019): Understanding Tertiary Chinese Language Learners’ Needs. A Cross-Curricular Perspective. In: Chris Shei, Monica McLellan Zikpi und Der-Lin Chao (Hg.): The Routledge Handbook of Chinese Language Teaching: Routledge.
  • Jin, Li (2016): Practice and Research on Chinese Language Learning in Study Abroad Contexts. In: Jiening Ruan, Jie Zhang und Cynthia B. Leung (Hg.): Chinese Language Education in the United States. 1st ed. 2016. Cham: Springer Science + Business Media (Multilingual Education, 14), S. 195–210.
  • Kubler, Cornelius C. (1997): Recommendations of the U.S. National Task Force on Basic Chinese. In: CHUN – Chinesischunterricht
  • Lao, Christy (2004): Parents‘ Attitudes Toward Chinese–English Bilingual Education and Chinese-Language Use. In: Bilingual Research Journal 28 (1), S. 99–121. DOI: 10.1080/15235882.2004.10162614.
  • Lawton, Bessie Lee; Logio, Kim A. (2009): Teaching the Chinese language to heritage versus non-heritage learners: parents‘ perceptions of a community weekend school in the United States. In: Language, Culture and Curriculum 22 (2), S. 137–155. DOI: 10.1080/07908310903067610.
  • Li, Chen-ching (1988): An MTC Case Study of International Cooperation for Teaching Chinese as a Second Language. In: CHUN – Chinesischunterricht
  • Li, Duanduan; Duff, Patricia A. (2014): Chinese language learning by adolescents and young adults in the Chinese diaspora: Motivation, ethnicity, and identity. In: Andy Hancock und Xiao Lan Curdt-Christiansen (Hg.): Learning Chinese in diasporic communities. Many pathways to being Chinese. Amsterdam, Philadelphia: John Benjamins Publishing Company (AILA applied linguistics series, volume 12), S. 219–238.
  • Li, Mengying (2005): The Role of Parents in Chinese Heritage-Language Schools. In: Bilingual Research Journal 29 (1), S. 197–207. DOI: 10.1080/15235882.2005.10162831.
  • Li, Yu; Zhang, Zheng-sheng (2016): CFL Education at the College Level. In: Jiening Ruan, Jie Zhang und Cynthia B. Leung (Hg.): Chinese Language Education in the United States. 1st ed. 2016. Cham: Springer Science + Business Media (Multilingual Education, 14), S. 141–166.
  • Ling, Vivian (Hg.) (2018): The field of Chinese language education in the U.S. A retrospective of the 20th century = Er shi shi ji mei guo zhong wen jiao xue jie de hui gu. New York: Routledge.
  • Liu, Yan (2017): Assessing Chinese in the USA: An Overview of Major Tests. In: Dongbo Zhang und Chin-Hsi Lin (Hg.): Chinese as a Second Language Assessment: Springer (Chinese Language Learning Sciences), S. 43–65.
  • Lü, Chan (2014): Chinese heritage language schools in the United States. In: Andy Hancock und Xiao Lan Curdt-Christiansen (Hg.): Learning Chinese in diasporic communities. Many pathways to being Chinese. Amsterdam, Philadelphia: John Benjamins Publishing Company (AILA applied linguistics series, volume 12), S. 81–96.
  • Lu Wei (2005): Meiguo changyong hanyu jiaocai fenxi 美国常用汉语教材分析. In: Zhongguo renmin daxue duiwai yuyan wenhua xueyuan 中国人民大学对外语言文化学院 (Hg.): „hanyu yanjiu yu yingyong“ di san ji 《汉语研究与应用》第三辑. Beijing: Zhongguo shehui kexue chubanshe 中国社会科学出版社.
  • McGinnis, Scott (Hg.) (1996): Chinese Pedagogy: An Emerging Field. Columbus, Ohio: Ohio State University Foreign Language Publications (Chinese Language Teachers Association monograph series, 2).
  • Orton, Jane (2019): Teaching Content, Developing Language in CLIL Chinese. In: Chris Shei, Monica McLellan Zikpi und Der-Lin Chao (Hg.): The Routledge Handbook of Chinese Language Teaching: Routledge.
  • Pan, Mengting; Wang, Shujiao (2017): The Construction of Interculturality: A Study of Chinese as Heritage Language Teachers in Canada. In: Tinghe Jin und Fred Dervin (Hg.): Interculturality in Chinese language education. London: Palgrave Macmillan (Palgrave studies on Chinese education in a global perspective), S. 63–87.
  • Peng, Ke (2016): Chinese as a Foreign Language in K-12 Education. In: Jiening Ruan, Jie Zhang und Cynthia B. Leung (Hg.): Chinese Language Education in the United States. 1st ed. 2016. Cham: Springer Science + Business Media (Multilingual Education, 14), S. 123–140.
  • Pu, Chang (2019): Teaching Chinese as a Heritage Language. In: Chris Shei, Monica McLellan Zikpi und Der-Lin Chao (Hg.): The Routledge Handbook of Chinese Language Teaching: Routledge.
  • Ruan, Jiening; Zhang, Jie; Leung, Cynthia B. (Hg.) (2016): Chinese Language Education in the United States. 1st ed. 2016. Cham: Springer Science + Business Media (Multilingual Education, 14). Online verfügbar unter https://www.springer.com/de/book/9783319213071.
  • Schrier, Leslie (2008): Understanding the Culture of American Schools, and Managing the Successful Chinese Language Classroom. In: Michael E. Everson und Yun Xiao (Hg.): Teaching Chinese as a Foreign Language. Theories and Applications. Boston: Cheng & Tsui Company, S. 237–248.
  • Shuai Li, Richard Tucker (2013): A Survey of the U.S. Confucius Institutes: Opportunities and Challenges in Promoting Chinese Language and Culture Education. In: Journal of Chinese Lanugage Teachers Association 48 (1), S. 29–53.
  • Sun, Jin’ai; Shouse, Roger (2016): U.S. Policies and Initiatives for CFL Education. In: Jiening Ruan, Jie Zhang und Cynthia B. Leung (Hg.): Chinese Language Education in the United States. 1st ed. 2016. Cham: Springer Science + Business Media (Multilingual Education, 14), S. 47–62.
  • Tsu, John B. (1970): The Teaching of Chinese in Colleges and Schools of the United States. In: The Modern Language Journal 54 (8), S. 562–579.
  • Wang, C. Y. (1990): Innovations in Beginning Chinese Teaching Methods in American Universities. In: CHUN – Chinesischunterricht
  • Wang, Dan (2017): Self- and Peer Assessment of Oral Presentation in Advanced Chinese Classrooms: An Exploratory Study. In: Dongbo Zhang und Chin-Hsi Lin (Hg.): Chinese as a Second Language Assessment: Springer (Chinese Language Learning Sciences), S. 271–286.
  • Wang, George C. -Y (1987): 美国的中文教师进修 – EPDA 中文师资讲习班为例. Meiguo de zhongwen jiaoshi jinxiu – EPDA zhongwen shizi jiangxi ke wei li (Chinese Language Teachers‘ Training in the United States: EPDA Summer Institute in Chinese Language and Culture). In: CHUN – Chinesischunterricht
  • Wang, Haidan (2019): Methods of Teaching Chinese. Evolution and Emerging Trends Wang. In: Chris Shei, Monica McLellan Zikpi und Der-Lin Chao (Hg.): The Routledge Handbook of Chinese Language Teaching: Routledge.
  • Wang, Wenxia; Ruan, Jiening (2016): Historical Overview of Chinese Language Education for Speakers of Other Languages in China and the United States. In: Jiening Ruan, Jie Zhang und Cynthia B. Leung (Hg.): Chinese Language Education in the United States. 1st ed. 2016. Cham: Springer Science + Business Media (Multilingual Education, 14), S. 1–28.
  • Wu, Hsu-Pai; Palmer, Deborah K.; Field, Sherry L. (2011): Understanding teachers‘ professional identity and beliefs in the Chinese heritage language school in the USA. In: Language, Culture and Curriculum 24 (1), S. 47–60. DOI: 10.1080/07908318.2010.545413.
  • Xiang, Xuehua (2016): The Teaching of Chinese to Heritage Language Learners at the Post-Secondary Level. In: Jiening Ruan, Jie Zhang und Cynthia B. Leung (Hg.): Chinese Language Education in the United States. 1st ed. 2016. Cham: Springer Science + Business Media (Multilingual Education, 14), S. 167–194.
  • Yao, Daozhong (2019): 夏威夷大学和美国的中文教学. Chinese teaching at the University of Hawaii and the United States. In: Yang Xiao-Desai und Ka F. Wong (Hg.): Explorations in teaching Chinese as a second language. Studies in honor of Professor Tao-chung „Ted“ Yao. First edition. Boston: Cheng & Tsui.
  • Ye, Lijuan (2011): Teaching and Learning Chinese as a Foreign Language in the United States: To Delay or Not to Delay the Character Introduction. Dissertation. Georgia State University, Atlanta.
  • Yin Jinghua (2003): Meiguo daxuesheng jiyi hanzi shi shiyong de fangfa 美国大学生记忆汉字时使用的方法–问卷调查报告 [Methoden amerikanischer Studenten zur Zeichenmemorisierung]. In: Journal of the Chinese Language Teachers Association 38 (3), S. 69–90.
  • Yuan, Fangyuan (2019): Business Chinese Instruction. Past, Present, and Future. In: Chris Shei, Monica McLellan Zikpi und Der-Lin Chao (Hg.): The Routledge Handbook of Chinese Language Teaching: Routledge.
  • Zhang, Donghui (2010): Language Maintenance and Language Shift Among Chinese Immigrant Parents and Their Second-Generation Children in the U.S. In: Bilingual Research Journal 33 (1), S. 42–60. DOI: 10.1080/15235881003733258.
  • Zhang, Donghui; Slaughter-Defoe, Diana T. (2009): Language attitudes and heritage language maintenance among Chinese immigrant families in the USA. In: Language, Culture and Curriculum 22 (2), S. 77–93. DOI: 10.1080/07908310902935940.
  • Zhou, Wenying; Li, Guofang (2016): Chinese Language Teachers’ Pedagogical Adjustment and Classroom Management in Cross-Cultural Contexts. In: Jiening Ruan, Jie Zhang und Cynthia B. Leung (Hg.): Chinese Language Education in the United States. 1st ed. 2016. Cham: Springer Science + Business Media (Multilingual Education, 14), S. 211–230.

 

3.2.5.3 Chinesisch als Fremdsprache in Asien

  • Choi, Eunhui (2004): Chinesisch als Fremdsprache in Südkorea – Kontraste in Kultur und Sprache. In: CHUN – Chinesischunterricht 19, S. 87–97.
  • Dunworth, Katie; Zhang, Grace (Hg.) (2014): Critical Perspectives on Language Education. Australia and the Asia Pacific. Cham, s.l.: Springer International Publishing (Multilingual Education, 11). Online verfügbar unter http://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=817418.
  • Henkel, Johannes (1985): In Japan verwendete Lehrbücher der chinesischen Sprache (Excerpt). In: CHUN – Chinesischunterricht
  • Jackson, Frederick H. (1964): Instruction in Chinese and Japanese in Secondary Schools. In: Annals of the American Academy of Political and Social Science 356, S. 113–118.
  • Thomas, Michael; Reinders, Hayo (Hg.) (2015): Contemporary Task-Based Language Teaching in Asia: Bloomsbury Publishing.

3.2.5.3.1 Chinesisch als Fremdsprache in Südchina, Hongkong, Singapur

  • Curdt-Christiansen, Xiao Lan (2014): Is learning Chinese at odds with learning English? In: Andy Hancock und Xiao Lan Curdt-Christiansen (Hg.): Learning Chinese in diasporic communities. Many pathways to being Chinese. Amsterdam, Philadelphia: John Benjamins Publishing Company (AILA applied linguistics series, volume 12), S. 35–56.
  • Li, Mingjian (1997): 外国留学生在穗港澳就业的语言需求与双目的语课程设立. Waiguo liuxuesheng zai sui-gang-ao jiuye de yuyan xuqiu yu shuang mudiyu kecheng sheli. In: CHUN – Chinesischunterricht
  • Loh, Elizabeth K. Y.; Tam, Loretta C.W.; Lau, Cally P.T.; Leung, Shing On (2017): How Ethnic Minority Students Perceive Patterns in Chinese Characters: Knowledge of. Character Components and Structures. In: Dongbo Zhang und Chin-Hsi Lin (Hg.): Chinese as a Second Language Assessment: Springer (Chinese Language Learning Sciences), S. 91–113.
  • Shang, Guowen; Zhao, Shouhui (2017): What Standard and Whose Standard: Issues in the Development of Chinese Proficiency Descriptors in Singapore. In: Dongbo Zhang und Chin-Hsi Lin (Hg.): Chinese as a Second Language Assessment: Springer (Chinese Language Learning Sciences), S. 159–181.
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  • Sun, Xiaoxi; Fan, Jinghua; Chin, Chee-Kuen (2017): Developing a Speaking Diagnostic Tool for Teachers to Differentiate Instruction for Young Learners of Chinese. In: Dongbo Zhang und Chin-Hsi Lin (Hg.): Chinese as a Second Language Assessment: Springer (Chinese Language Learning Sciences), S. 249–270.
  • Tam, Angela Choi Fung (2019): Understanding How Chinese Language Education Is Used to Promote Citizenship Education in China and Hong Kong. In: Chris Shei, Monica McLellan Zikpi und Der-Lin Chao (Hg.): The Routledge Handbook of Chinese Language Teaching: Routledge.
  • Tan, Chee Lay (2014): The tongue in between: Some thoughts on the teaching of Chinese as a second language in Singapore. In: Cogent Education 1 (1). DOI: 10.1080/2331186X.2014.967478.
  • Tsung, Linda T. H. (2015): Multiple identities and second language learning in Hong Kong. In: Dwi Noverini Djenar, Ahmar Mahboob und Ken Cruickshank (Hg.): Language and Identity across Modes of Communication. Berlin, München, Boston: de Gruyter, S. 107–124.
  • Xu; Zhichang (2014): Functional English and Chinese as Mediums of Instruction in a Higher Institution in Hong Kong. In: Katie Dunworth und Grace Zhang (Hg.): Critical Perspectives on Language Education. Australia and the Asia Pacific. Cham, s.l.: Springer International Publishing (Multilingual Education, 11), S. 209–228.
  • Zhao, Shouhui; Zhang, Dongbo (2014): Conflicting goals of language-in-education planning in Singapore: Chinese character (汉字 hanzi) education as a case. In: Andy Hancock und Xiao Lan Curdt-Christiansen (Hg.): Learning Chinese in diasporic communities. Many pathways to being Chinese. Amsterdam, Philadelphia: John Benjamins Publishing Company (AILA applied linguistics series, volume 12), S. 159–180.

 

3.2.5.3.2 Chinesisch als Fremdsprache in Taiwan

  • Merkelbach, Chris (2002): Langzeichen und eine Vielfalt an Pinyin – Chinesischlernen in Taiwan. In: CHUN – Chinesischunterricht 17.

3.2.5.3.3 Chinesisch als Fremdsprache in Korea

  • Yue Yujie 岳玉杰 (2006): hanguo daxue hanyu jiaocai diaocha fenxi 韩国大学汉语教材调查分析. In: Guoji Xueshu dongtai 国际学术动态 , Nr. 2.

3.2.5.3.4 Chinesisch als Fremdsprache in Südostasien

  • Tan, T. G.; Ooi, A. K. (2011): Motivation of Malay students towards learning Mandarin as a third language. In: Wai Meng Chan, Kwee Nyet Chin, Masanori Nagami und Titima Suthiwan (Hg.): Processes and process-orientation in foreign language teaching and learning. Berlin, Boston: de Gruyter Mouton (Studies in second and foreign language education, 4), S. 353–372.
  • Xiaomei, Wang (2014): Chinese Education in Malaysia: Past and Present. In: Andy Hancock und Xiao Lan Curdt-Christiansen (Hg.): Learning Chinese in diasporic communities. Many pathways to being Chinese. Amsterdam, Philadelphia: John Benjamins Publishing Company (AILA applied linguistics series, volume 12), S. 139–158.

3.2.5.4  Chinesisch als Fremdsprache in Australien

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  • Díaz, Adriana Raquel (2016): Developing Interculturally-Oriented Teaching Resources in CFL: Meeting the Challenge. In: Robyn Moloney und Hui Ling Xu (Hg.): Exploring Innovative Pedagogy in the Teaching and Learning of Chinese as a Foreign Language: Springer Singapore (Multilingual Education), S. 115–135.
  • Han, Jinghe (2020): Theorising Culture. A Chinese Perspective. Cham: Springer International Publishing.
  • Harbon, Lesley; Fielding, Ruth; Liang, Jianlian (2016): The Innovation and Challenge of a Content and Language Integrated Learning Approach to CFL in One Australian Primary School. In: Robyn Moloney und Hui Ling Xu (Hg.): Exploring Innovative Pedagogy in the Teaching and Learning of Chinese as a Foreign Language: Springer Singapore (Multilingual Education), S. 193–211.
  • Huang, Hui (2019): Understanding Tertiary Chinese Language Learners’ Needs. A Cross-Curricular Perspective. In: Chris Shei, Monica McLellan Zikpi und Der-Lin Chao (Hg.): The Routledge Handbook of Chinese Language Teaching: Routledge.
  • Jiang, Wenying; Li, Wei (2018): Linking up learners of Chinese with native speakers through WeChat in an Australian tertiary CFL curriculum. In: J. Second. Foreign. Lang. Educ. 3 (1). DOI: 10.1186/s40862-018-0056-0.
  • Li, Zhen (2016): CFL Teacher Identity Construction: A Core Element of Future Innovative Practice. In: Robyn Moloney und Hui Ling Xu (Hg.): Exploring Innovative Pedagogy in the Teaching and Learning of Chinese as a Foreign Language: Springer Singapore (Multilingual Education), S. 177–192.
  • Liddicoat, Anthony J.; Scarino, Angela (Hg.) (2010): Languages in Australian Education. Problems, Prospects and Future Directions. Newcastle upon Tyne: Cambridge Scholars Publishing. Online verfügbar unter http://site.ebrary.com/lib/alltitles/docDetail.action?docID=10644488.
  • Möllering, Martina (2016): Australian Language Policy and the Learning and Teaching of Chinese Pages. In: Robyn Moloney und Hui Ling Xu (Hg.): Exploring Innovative Pedagogy in the Teaching and Learning of Chinese as a Foreign Language: Springer Singapore (Multilingual Education), S. 19–37.
  • Moloney, Robyn; Xu, Hui Ling (2016): Intercultural Competence in Tertiary Learners of Chinese as a Foreign Language: Analysis of an Innovative Learning Task. In: Robyn Moloney und Hui Ling Xu (Hg.): Exploring Innovative Pedagogy in the Teaching and Learning of Chinese as a Foreign Language: Springer Singapore (Multilingual Education), S. 97–114.
  • Moloney, Robyn; Xu, Hui Ling (2018): Teaching and Learning Chinese in Schools. Case Studies in Quality Language Education. Cham: Springer International Publishing.
  • Moloney, Robyn; Xu, HuiLing (2015): Transitioning beliefs in teachers of Chinese as a foreign language: An Australian case study. In: Cogent Education 2 (1). DOI: 10.1080/2331186X.2015.1024960.
  • Moloney, Robyn Anne (2013): Providing a bridge to intercultural pedagogy for native speaker teachers of Chinese in Australia. In: Language, Culture and Curriculum 26 (3), S. 213–228. DOI: 10.1080/07908318.2013.829081.
  • Mu, Guanglun Michael; Dooley, Karen (2015): Coming into an inheritance: family support and Chinese Heritage Language learning. In: International Journal of Bilingual Education and Bilingualism 18 (4), S. 501–515. DOI: 10.1080/13670050.2014.928258.
  • Orton, Jane (2008): Chinese language education in Australian schools. The University of Melbourne.
  • Orton, Jane (2016): Issues in Chinese Language Teaching in Australian Schools. In: Chinese Education & Society 49 (6), S. 369–375. DOI: 10.1080/10611932.2016.1283929.
  • Orton, Jane (2019): Teaching Content, Developing Language in CLIL Chinese. In: Chris Shei, Monica McLellan Zikpi und Der-Lin Chao (Hg.): The Routledge Handbook of Chinese Language Teaching: Routledge.
  • Orton, Jane; Cui, Xia (2016): Principles and Innovation Design: CLIL Units in Chinese. In: Robyn Moloney und Hui Ling Xu (Hg.): Exploring Innovative Pedagogy in the Teaching and Learning of Chinese as a Foreign Language: Springer Singapore (Multilingual Education), S. 39–60.
  • Scrimgeour, Andrew (2010): The yin-yang of Chinese language teaching in Australia: The challenges native speaker trainee teachers face in the Chinese classroom. In: Anthony J. Liddicoat und Angela Scarino (Hg.): Languages in Australian Education. Problems, Prospects and Future Directions. Newcastle upon Tyne: Cambridge Scholars Publishing, S. 127–144.
  • Scrimgeour, Andrew (2012): Understanding the nature of performance: The influence of learner background on school-age learner achievement in Chinese. In: ARAL 35 (3), S. 312–338. DOI: 10.1075/aral.35.3.05scr.
  • Tannenbaum, Michal; Howie, Pauline (2002): The Association between Language Maintenance and Family Relations: Chinese Immigrant Children in Australia. In: Journal of Multilingual and Multicultural Development 23 (5), S. 408–424. DOI: 10.1080/01434630208666477.
  • Tasker, Isabel (2016): 取长补短: Complementary Peer Learning in the Multilingual L2 Chinese Classroom Through Tandem Translation. In: Robyn Moloney und Hui Ling Xu (Hg.): Exploring Innovative Pedagogy in the Teaching and Learning of Chinese as a Foreign Language: Springer Singapore (Multilingual Education), S. 137–155.
  • Tsung, Linda T. H.; Hooper, Penny Wang (2016): Maximising Language Socialization and Learning Strategies Through Study Abroad in China. In: Robyn Moloney und Hui Ling Xu (Hg.): Exploring Innovative Pedagogy in the Teaching and Learning of Chinese as a Foreign Language: Springer Singapore (Multilingual Education), S. 77–95.
  • Wang, Yuping (2016): Innovative Learning Design for Online Language Learning: A Systems Design Framework. In: Robyn Moloney und Hui Ling Xu (Hg.): Exploring Innovative Pedagogy in the Teaching and Learning of Chinese as a Foreign Language: Springer Singapore (Multilingual Education), S. 253–271.
  • Zhang, Grace; Gong, Qian (2014): The Retention of Year 11/12 Chinese in Australian Schools: A Relevance Theory Perspective. In: Katie Dunworth und Grace Zhang (Hg.): Critical Perspectives on Language Education. Australia and the Asia Pacific. Cham, s.l.: Springer International Publishing (Multilingual Education, 11), S. 119–140