Jin, T. and Dervin, F. (2017) 'Identifying and contextualising the key issues.', in Interculturality in Chinese language education. London: Palgrave Macmillan, pp. 1-22. Palgrave studies on Chinese education in a global perspective.
This chapter reviews current research on the intercultural component of language education and discusses its relevance for Chinese language teaching and learning. Basic concepts such as culture, identity and the very word ‘intercultural’ are problematised. The chapter highlights four aspects of Chinese language education: Chinese language ‘worlds’, diverse contexts, identities of learners and identities of teachers. Based on these diverse and changing elements within Chinese language education a perspective of ‘interculturality’ is advocated. Other chapters in this volume investigate and address, in turn, questions pertaining to Chinese language education in relation to ‘interculturality’.
|Item Type:||Book chapter|
|Full text:||(AM) Accepted Manuscript|
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|Publisher Web site:||https://doi.org/10.1057/978-1-137-58322-2_1|
|Publisher statement:||Jin T., Dervin F. (2017) Identifying and Contextualising the Key Issues. In: Jin T., Dervin F. (eds) Interculturality in Chinese Language Education. Palgrave Studies on Chinese Education in a Global Perspective. Palgrave Macmillan, London, reproduced with permission of Palgrave Macmillan. This extract is taken from the author's original manuscript and has not been edited. The definitive, published, version of record is available here: https://www.palgrave.com/gb/book/9781137583215|
|Date accepted:||No date available|
|Date deposited:||12 February 2018|
|Date of first online publication:||02 May 2017|
|Date first made open access:||02 May 2020|
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