1887
Volume 53, Issue 3
  • ISSN 2451-828x
  • E-ISSN: 2451-8298
USD
Buy:$35.00 + Taxes

Abstract

Abstract

The field of teaching Chinese as a second language (CSL) is expanding and growing in importance worldwide. Related fields, such as Chinese language pedagogy, language policy, and the acquisition of Chinese as a second language, are attracting increased attention in research. However, research into K-12 CSL teacher cognition (what teachers know, think, and believe) has been very limited. It has been reported that more understanding of language teacher cognition has significant impacts on the development of teacher training and professional development programs (Borg, 2015Kubanyiova & Feryok, 2015). Many aspects of CSL teacher cognition are underexplored when compared with language teacher cognition research in general and K-12 language teacher cognition research specifically. This article reviews current theoretical and empirical research into language teacher cognition with a particular focus on existing studies in the field of CSL teaching in the context of K-12 education. The purposes of the review article are (1) to document the current knowledge base of CSL teaching, and (2) to discuss current gaps in and future directions of teacher cognition research in this area. It first discusses general theories and research concerning second language teacher cognition within current research paradigms, and then provides a review of CSL teacher cognition research. Finally, it reviews pressing issues and suggests directions for future research in K-12 Chinese teacher cognition.

Loading

Article metrics loading...

/content/journals/10.1075/csl.17032.gen
2019-04-26
2019-09-20
Loading full text...

Full text loading...

References

  1. Borg, S.
    (2001) Self-perception and practice in teaching grammar. ELT Journal. 55(1), 21–29. 10.1093/elt/55.1.21
    https://doi.org/10.1093/elt/55.1.21 [Google Scholar]
  2. (2015) Teacher cognition and language education: Research and practice. London: Bloomsbury Academic.
    [Google Scholar]
  3. Breen, M. P., B. Hird, M. Milton, R. Oliver and A. Thwaite
    (2001) Making sense of language teaching: Teachers’ principles and classroom practices. Applied Linguistics, 22 (4), 470–501. 10.1093/applin/22.4.470
    https://doi.org/10.1093/applin/22.4.470 [Google Scholar]
  4. Burns, A.
    (1992) Teacher beliefs and their influence on classroom practice. Prospect, 7 (3), 56–66.
    [Google Scholar]
  5. Haley, M. H., and Ferro, M. S.
    (2011) Understanding the perceptions of Arabic and Chinese teachers toward transitioning into U.S. schools. Foreign Language Annals, 44, 289–307. 10.1111/j.1944‑9720.2011.01136.x
    https://doi.org/10.1111/j.1944-9720.2011.01136.x [Google Scholar]
  6. Kubanyiova, M. and Feryok, A.
    (2015) Language teacher cognition in applied linguistics research: Revisiting the territory, redrawing the boundaries, reclaiming the relevance. The Modern Language Journal, 99(3), 435–449. 10.1111/modl.12239
    https://doi.org/10.1111/modl.12239 [Google Scholar]
  7. Liu, H., Lin, C.-H., Zhang, D., & Zheng, B.
    (2018) Chinese language teachers’ perceptions of technology and instructional use of technology: A path analysis. Journal of Educational Computing Research, 56(3), 396–414. 10.1177/0735633117708313
    https://doi.org/10.1177/0735633117708313 [Google Scholar]
  8. Lü, C., and Lavadenz, M.
    (2014) Native Chinese-speaking K-12 language teachers’ beliefs and practices. Foreign Language Annals, 47(4), 630–652. 10.1111/flan.12111
    https://doi.org/10.1111/flan.12111 [Google Scholar]
  9. Meijer, P. C., Verloop, N. and Beijaard, D.
    (2001) Similarities and differences in teachers’ practical knowledge about teaching reading comprehension. Journal of Educational Research. 94(3), 171–184. 10.1080/00220670109599914
    https://doi.org/10.1080/00220670109599914 [Google Scholar]
  10. Moloney, R., & Xu, H. L.
    (2012) We are not teaching Chinese kids in Chinese context, we are teaching Australian kids in Australian Schools, 470–487. In, Aishah, M. K., Chan, W. M., Chi, S. W., Chin, K. N., Istanto, J. W., Nagami, M., Sew, J. W., Suthiwan, T., Walker, I. (Comps.) (2012): Culture in foreign language learning: Framing and reframing the issue. Singapore: National University of Singapore Centre for Language Studies.
    [Google Scholar]
  11. Shulman, L. S.
    (2000) Teacher development: Roles of domain expertise and pedagogical knowledge. Journal of Applied Developmental Psychology, 21, 129–135. 10.1016/S0193‑3973(99)00057‑X
    https://doi.org/10.1016/S0193-3973(99)00057-X [Google Scholar]
  12. Sun, D.
    (2012) “Everything goes smoothly”: A case study of an immigrant Chinese language teacher’s personal practical knowledge. Teaching and Teacher Education, 28(5), 760–767. 10.1016/j.tate.2012.03.002
    https://doi.org/10.1016/j.tate.2012.03.002 [Google Scholar]
  13. Wang, L.
    (2016) Teachers’ beliefs and their belief change in an intercultural context: CSL teachers in Denmark. Aalborg Universitetsforlag. Ph.d.-serien for Det Humanistiske Fakultet, Aalborg Universitet, doi:  10.5278/vbn.phd.hum.00045
    https://doi.org/10.5278/vbn.phd.hum.00045 [Google Scholar]
  14. Wang, L., and Du, X.
    (2014) Chinese Teachers’ professional identity and beliefs about the teacher-student relationships in an intercultural context. Frontiers of Education in China, 9(3), 429–455. 10.1007/BF03397030
    https://doi.org/10.1007/BF03397030 [Google Scholar]
  15. Wang, W. and Kuo, N.
    (2016) Chinese language teachers’ instructional contexts, knowledge, and challenges in teaching students with special needs. Chinese as a Second Language, 51(2), 138–163.
    [Google Scholar]
  16. Zhou, W., and Li, G.
    (2015) Chinese language teachers’ expectations and perceptions of American students’ behavior: Exploring the nexus of cultural differences and classroom management. System, 49, 17–27. 10.1016/j.system.2014.10.011
    https://doi.org/10.1016/j.system.2014.10.011 [Google Scholar]
http://instance.metastore.ingenta.com/content/journals/10.1075/csl.17032.gen
Loading
This is a required field
Please enter a valid email address
Approval was successful
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error