![]() ![]() With the massive demographic shifts since the 1990s, residents of Chinese heritage have become one of the largest and fastest-growing non-Indigenous ethnic groups in New Zealand and Australia. This chapter provides macro-level insights into the key issues and challenges in the development of Chinese-language education in two English-speaking countries in the Asia-Pacific region. It is argued that early language learning should foster intercultural understanding and awareness in order to maintain a long-term interest in learning and develop multilingual repertoires in both countries. This chapter concludes with considerations for sustaining policy development for all language learners. To promote early Mandarin learning, key educational stakeholders or actors have been involved, and each plays a key role, particularly in mesolevel planning. It is apparent that community-level policy has somehow reinforced the introduction of Mandarin in complementary and mainstream education. Lawrence Erlbaum Associates, pp 1013-1034, 2005) framework in language-in-education planning, this chapter summarises both countries' national education systems and examines the importance of Mandarin in the curricula in Australia and New Zealand. In Hinkel E (ed) Handbook of research in second language teaching and learning. Employing Kaplan and Baldauf's (Language-in-education policy and planning. ![]() The governments of Australia and New Zealand consider Mandarin a significant language for their youth because of the economic and cultural ties with the Chinese-speaking world. Mandarin Chinese (hereafter Mandarin) has gradually become integrated into formal and informal education in both countries. Recent years has seen rapid growth in the number of Mandarin Chinese speakers as a consequence of the patterns of migration to the Oceania region, particularly Australia and New Zealand. ![]() ![]() The earliest history of Chinese communities in Oceania can be traced back to Australia in the mid-1800s. ![]()
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