|
Peking University Delegation Participates in the First Symposium on Chinese as Second Language Teaching and Research in New Zealand
18/04/2019 - Headed by Professor Zhao Yang, Dean of the School of Chinese as a Second Language, a PKU delegation of five faculty members and four postgraduate students from the School of Chinese as a Second Language and the Department of Chinese Language and Literature, Peking University attended The First Symposium on Chinese as Second Language Teaching and Research in New Zealand: Inheritance and Innovation, at the University of Auckland on April 12-15, 2019.
On April 12-15, 2019, a Peking University delegation of nine faculty members and postgraduate students attended The First Symposium on Chinese as Second Language Teaching and Research in New Zealand: Inheritance and Innovation, which was held at the University of Auckland. As the inaugural one of its kind in New Zealand (CSL-NZ), the symposium was co-hosted and funded by the School of Cultures, Languages and Linguistics, Faculty of Arts, and the Confucius Institute at the University of Auckland. It was attended by approximately 100 Chinese language teachers and academics from New Zealand, China, Australia, Singapore, and Thailand. With the themes of inheritance and innovation, the symposium was intended to be a dynamic platform for international scholars and teachers of Chinese to share their cutting-edge research, new ideas and experiences of teaching Chinese language, in promotion of the study of teaching Chinese as a second language.
A Group Photo of Participants of the First CSL-NZ Symposium
Headed by Professor Zhao Yang, Dean of the School of Chinese as a Second Language, the PKU delegation was made up of five faculty members and four postgraduate students from the School of Chinese as a Second Language and the Department of Chinese Language and Literature. In his keynote speech, Professor Zhao Yang analyzed the recent development of studying Chinese as a second language, with a focus on the pros and cons of various research methods, highlighting that a good research method in the field is one that best fits the research purposes. Professor Li Hongyin delivered a paper on the narrative expression of linguistic knowledge points in the textbooks of Chinese language; Associate Professor Cai Yunling discussed the identity dilemma of MOOC lecturers on the basis of the MOOC course “Intermediate Business Chinese”. The presentation made by both Associate Professor Wang Tianmiao and postgraduate student Sun Xiaojiao discussed a TESOL (Teaching English to Speakers of Other Languages) teachers’ training and credential program and the referential meaning of its paradigm for training international teachers of Chinese. Associate Professor Yao Jun proposed new measures to enhance international students’ ability with academic Chinese writing in pre-university foundation programs, by making a case study of the pre-term CSL (Chinese as a second language) program of Peking University. Associate Professor Wan Yiling of the Department of Chinese Language and Literature spoke on teaching strategies with regard to the structure of Chinese characters.
Professor Zhao Yang Delivering a Keynote Speech
PhD student Rui Xudong presented a paper entitled “MOOC Courses of Chinese Learning: The Use of Textbooks and the Construct of Teaching Material Repertory: A Case Study on the MOOC Course ‘Learn Chinese: HSK Test Preparation’”. The paper presented by postgraduate student Qiu Jinjie was “Strategies of Learning Chinese as A Heritage Language for Junior High School Students in Malaysia”.
Some Members of the PKU Delegation at the Symposium
The symposium was well organized with six keynote speeches and eleven parallel sessions on the themes of inheritance and innovation in teaching Chinese as a second language. An array of topics were discussed, spanning the pedagogy of teaching Chinese as a foreign/second language, second language acquisition, teacher training, Chinese language teaching in the overseas Chinese community, as well as trends and challenges of Chinese language teaching and research in the 21st century.
|
