1887
Volume 59, Issue 1
  • ISSN 2451-828x
  • E-ISSN: 2451-8298

Abstract

This article reviews Teaching Chinese in the Anglophone World: Perspectives from New Zealand

 
978-3-031-35474-8978-3-031-35475-5

Available under the CC BY 4.0 license.
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/content/journals/10.1075/csl.00045.han
2024-12-13
2025-01-17
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References

  1. Jones-Díaz, C.
    (2023) Building on and sustaining multilingual children’s cultural and linguistic assets in superdiverse early childhood education. InR. Prichard & A. Sahlane (Eds.). Critical Intercultural Literacy and English as an International Language Education (pp.141–158), Palgrave. 10.1007/978‑3‑031‑34702‑3_8
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  2. Wang, D., & Chik, A.
    (2022) Chinese-Language Education in Australia and New Zealand. InW. O. Lee, P. Brown, A. L. Goodwin, & A. Green (Eds.), International Handbook on Education Development in Asia-Pacific (pp.1–17). Singapore: Springer. 10.1007/978‑981‑16‑2327‑1_33‑2
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  3. Wang, D., & East, M.
    (Eds.) (2023) Teaching Chinese in the Anglophone world: Perspectives from New Zealand. Springer. 10.1007/978‑3‑031‑35475‑5
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  4. Zhou, Y., & Liu, Y.
    (2022) Theorising the dynamics of heritage language identity development: a narrative inquiry of the life histories of three Chinese heritage speakers. Language and Education, 371, 3. 10.1080/09500782.2022.2068351
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  • Article Type: Book Review
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