Teaching in action: L2 Chinese pedagogical practice and reflection

Over the past four decades, teaching and learning Chinese as a second language (L2) has transformed from individual, small-scale endeavors to organized mass studies worldwide. The last decade has witnessed a remarkable increase in the number of learners reaching over 100 million. Education is defined as pedagogical actions of instruction, curriculum design strategies, assessments, and targeted plans and proposals. A global perspective points to the fact that the contributors in this volume are all frontline L2 Chinese teachers and teacher-researchers working at 13 universities in 7 countries: Australia, Canada, Japan, New Zealand, South Africa, the UK, and the US. Their diverse background is reflected in the issues and topics discussed in this volume, as well as the current state and trend of L2 Chinese education in different parts of the world. Education-focused studies are not confined to foreign language teaching.