2.7 Language Policy

2.7 Language Policy

  • 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.
  • Casas-Tost, Helena; Rovira-Esteva, Sara (2014): New models, old patterns? The implementation of the Common European Framework of Reference for Languages for Chinese. In: Linguistics and Education (27), S. 30–38.
  • Chan, Carol K.K.; Rao, Nirmala (Hg.) (2010): Revisiting The Chinese Learner. Changing Contexts, Changing Education. Dordrecht: Springer Netherlands (CERC Studies in Comparative Education, 25). Online verfügbar unter https://www.springer.com/gp/book/9789048138395.
  • Chen, Shen; Sit, Helena Hing Wa (2019): The Impact of Australian Language Policies on Chinese Language Teaching. In: Chris Shei, Monica McLellan Zikpi und Der-Lin Chao (Hg.): The Routledge Handbook of Chinese Language Teaching: Routledge.
  • Chen, Shen; Zhang, Yuzhe (2014): Chinese language teaching in Australia. 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. 181–200.
  • Curdt-Christiansen, Xiao Lan; Weninger, Csilla (Hg.) (2015): Language, Ideology and Education. The politics of textbooks in language education. Hoboken: Taylor and Francis (Routledge Research in Language Education).
  • Feng, Anwei; Adamson, Bob (Hg.) (2014): Trilingualism in Education in China. Models and challenges: Springer (12). Online verfügbar unter http://dx.doi.org/10.1007/978-94-017-9352-0.
  • Gil, Jeffrey (2017): Soft power and the worldwide promotion of Chinese language learning. The Confucius Institute project. Bristol, Blue Ridge Summit: Multilingual Matters (Multilingual matter, 167).
  • Goh, Y. S.; Lim, S. L. (2010): Global Mandarin. In: V. Vaish (Hg.): Globalization of language and culture in Asia: The impact of globalization processes on language: Bloomsbury Publishing (Advances in Sociolinguistics), S. 14–33.
  • Lee, Cynthia Fong King (2004): Language output, communication strategies and communicative tasks. In the Chinese context. Lanham, Md: Univ. Press of America. Online verfügbar unter http://www.loc.gov/catdir/toc/fy0606/2004107968.html.
  • Lehmann, Winfred P. (Hg.) (1975): Language & linguistics in the People’s Republic of China. An account based on the visit of the Linguistics Delegation, October 16 to November 13, 1974. Austin: Univ. of Texas Press.
  • Li, Saihong (2019): Bi/Multilingual Education, Translation, and Social Mobility in Xinjiang, China. In: Chris Shei, Monica McLellan Zikpi und Der-Lin Chao (Hg.): The Routledge Handbook of Chinese Language Teaching: Routledge.
  • Li, Shuai; Wang, Jianqin (2016): Chinese Government Policies and Initiatives on the International Popularization of Chinese: An Economics of Language Perspective. 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. 29–45.
  • Li, W.; Zhu, H. (2014): Geopolitics and the changing hierarchies of the Chinese language: Implications for policy and practice of Chinese language teaching in Britain. In: Modern Language Journal (98 (1)), S. 326–339.
  • Liu, G-Q; Lo Bianco, J. (2007): Teaching Chinese, teaching in Chinese, and teaching the Chinese. In: Language Policy (6), S. 95–117.
  • Lo Bianco, J. (2007): Emergent China and Chinese: Language planning categories. In: Language Policy (6 (1)), S. 3–26.
  • McElhinny, Bonnie S. v. (Hg.) (2008): Words, Worlds and Material Girls: Language, Gender, Global Economies. Reihe:Language, Power and Social Process [LPSP] 19: de Gruyter Mouton.
  • 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.
  • 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.
  • Schmidt, H. (2013): China’s Confucius Institutes and the “necessary White body”. In: Canadian Journal of Sociology (38 (4)), S. 648–668.
  • Shei, Chris (2019): From ‘Chinese to Foreigners’ to ‘Chinese International Education’. China’s Efforts in Promoting Its Language Worldwide. In: Chris Shei, Monica McLellan Zikpi und Der-Lin Chao (Hg.): The Routledge Handbook of Chinese Language Teaching: Routledge.
  • Sheng, Wenting (2015): Sprachförderungspolitik Deutschlands, Großbritanniens und Chinas im Vergleich. Frankfurt am Main: Peter Lang Edition (Duisburger Arbeiten zur Sprach- und Kulturwissenschaft, 110).
  • Silver, Rita Elaine; Bokhorst-Heng, Wendy D. (2015): Quadrilingual education in Singapore. Pedagogical innovation in language education. 1. Aufl. s.l.: Springer-Verlag (Education Innovation Series). Online verfügbar unter http://gbv.eblib.com/patron/FullRecord.aspx?p=4354385.
  • Smith Finley, Joanne; Zang, Xiaowei (Hg.) (2017): Language, education and Uyghur identity in urban Xinjiang. First issued in paperback. London, NewYork, NY: Routledge (Routledge studies on ethnicity in Asia, 2).
  • Stambach, A. (2014): Confucius and crisis in American universities: Culture, capital, and diplomacy in U.S. public higher education. Abingdon, Oxon, New York: Routledge.
  • 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.
  • 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.
  • Teo, P. (2005): Mandarinizing Singapore: A critical discourse analysis of slogans in Singapore’s “Speak Mandarin” Campaign. In: Critical Discourse Studies (2), S. 121–142.
  • Wang, Danping (2016): Medium-of-Instruction Policy and Practices in CSL Classrooms. 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. 83–96.
  • Wang, Danping (2019): Multilingualism and Translanguaging in Chinese Language Classrooms. Cham: Springer International Publishing.
  • Wang, Ge (2016): Pains and gains of ethnic multilingual learners in china. An ethnographic case study. Singapore: Springer (Multilingual Education, volume 17).
  • 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.
  • 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.
  • Yuming, Li (2015): Language Planning in China: Walter de Gruyter. Online verfügbar unter http://dx.doi.org/10.1515/9781614513926.
  • Zarrow, Peter G. (2015): Educating China. Knowledge, society and textbooks in a modernizing world, 1902 – 1937. Cambridge: Cambridge Univ. Press. Online verfügbar unter http://www.loc.gov/catdir/enhancements/fy1606/2015509077-b.html.
  • 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.