The past and present of Chinese language teaching in Ireland

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dc.contributor.author Osborne, Caitrí­ona
dc.contributor.author Zhang, Qi
dc.contributor.author Xia, Yongbin
dc.date.accessioned 2019-09-11T10:18:25Z
dc.date.available 2019-09-11T10:18:25Z
dc.date.issued 2019
dc.identifier.citation Osborne, C., Zhang, Q., Xia, Y. (2019) 'The past and present of Chinese language teaching in Ireland', Chinese Language Teaching Methodology and Technology, 2(1), pp. 32-53. Available at: https://engagedscholarship.csuohio.edu/cltmt/vol2/iss1/4/ (Accessed: 11 September 2019) en
dc.identifier.volume 2 en
dc.identifier.issued 1 en
dc.identifier.startpage 32 en
dc.identifier.endpage 53 en
dc.identifier.issn 2572-1739
dc.identifier.uri http://hdl.handle.net/10468/8515
dc.description.abstract China’s booming economy is indeed one ofthe main reasons for the popularity oflearning Chinese as a foreign language (henceforth CFL). With this growing interest in CFL, Ireland is likely to be behind global trends as Chinese is not yet included as a State-examined subject at any level in the Irish schooling system. Chinese language teaching (henceforth CLT) began to develop significantly in formal UK schooling during 2004-2005 (Zhang & Li, 2010), whereas the earliest occurrence ofCLT seen in the Irish education system was in 2006-2007 when two Confucius Institutes were set up in Ireland. During this time, Mandarin Chinese was also introduced first as a subject and later as a degree in some higher education institutions in Ireland. The current study reviews the past and present of CLT in Ireland at second and tertiary level. This information, together with survey data collected among approximately 3,700 students learning CFL in Irish schools as a subject not examined by the State, provides recommendations for a future State-examined CFL course to be introduced to Irish secondary schools. These recommendations include items such as contact hours, tasks, and content to be implemented in the classroom. Further recommendations are also supplied in relation to the bridging of secondary and tertiary-level CLT. These recommendations come in light offormer Irish Minister for Education Richard Bruton's announcement that Chinese will be taught on the State-examined school curriculum as part ofthe Languages Connect strategy plan. en
dc.format.mimetype application/pdf en
dc.language.iso en en
dc.publisher EngagedScholarship@CSU en
dc.relation.uri https://engagedscholarship.csuohio.edu/cltmt/vol2/iss1/4/
dc.relation.uri https://engagedscholarship.csuohio.edu/
dc.rights © 2019, EngagedScholarship@CSU. Reproduction, posting, transmission or other distribution or use of the article or any material therein, in any medium as permitted by a personal-use exemption or by written agreement of EngagedScholarship@CSU, requires credit to EngagedScholarship@CSU as copyright holder. en
dc.subject Chinese as a foreign language en
dc.subject Ireland en
dc.subject Chinese language teaching en
dc.subject Chinese language pedagogy en
dc.title The past and present of Chinese language teaching in Ireland en
dc.type Article (peer-reviewed) en
dc.internal.authorcontactother Yongbin Xia, Asian Studies, University College Cork, Cork, Ireland. +353-21-490-3000 Email: y.xia@ucc.ie en
dc.internal.availability Full text available en
dc.date.updated 2019-09-11T09:14:37Z
dc.description.version Published Version en
dc.internal.rssid 499774272
dc.description.status Peer reviewed en
dc.identifier.journaltitle Chinese Language Teaching Methodology and Technology en
dc.internal.copyrightchecked Yes
dc.internal.licenseacceptance Yes en
dc.internal.placepublication Cleveland, Ohio en
dc.internal.IRISemailaddress y.xia@ucc.ie en


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