This book presents a thought-provoking challenge to mainstream theories of second language learning. Focusing on Chinese Hanzi, a self-sufficient meaning-making system that operates via visual shape and the logic built into its formation, it analyses ‘post-lingual’ pedagogy.  Meer

This book presents innovative strategies for teaching the Chinese language to English-speaking students around the world, using in-depth research arising from a long-running and successful Chinese language teaching programme in Sydney.  Meer

This book presents a thought-provoking challenge to mainstream theories of second language learning. Focusing on Chinese Hanzi, a self-sufficient meaning-making system that operates via visual shape and the logic built into its formation, it analyses ‘post-lingual’ pedagogy.  Meer

This book presents new research on Chinese as a Second Language (CSL) teaching from an ethnographic classroom study on classroom translanguaging practices that highlights the policy and pedagogical implications of adopting a creative and principled multilingual approach.  Meer

This book reports the results of an ethnographic study, focusing primarily on the experiences of four teachers of the Chinese language in Australian secondary schools.  Meer

This book seeks for an alternative perspective in analysing cultural phenomena to supplement the norm of Western dominant theorising and conceptualisation.  Meer

This book examines Transnational Chinese Language Education (TCLE) in the Australian context. Taking a post-monolingual perspective, the authors examine Chinese teachers’ monolingual and multilingual practices and mindsets in their educational practices.  Meer

This book presents the principles of quality teaching in Chinese, as exemplified in case studies of primary and secondary school classrooms. Drawing on data from five Australian schools, the authors identify the key practices necessary to produce a quality learning experience for students.  Meer