Language Mobility

Photo by Henry & Co. from Pexels
  1. Dr. Yuanyuan LIU (Shanghai International Studies University, China), Dr. Benjamin H. Nam (Shanghai International Studies University, China) and Miss Yicheng YANG (University of Pennsylvania, USA) discuss Revisiting Symbolic Power and Elite Language Education in China: A Critical Narrative Ethnography of the English Education Major at a Top Language University in Shanghai. This is based on their latest article published in Educational Review.
  2. Dr Danping Wang (University of Auckland, New Zealand) reviews seventy years of Chinese language education in New Zealand from a transdisciplinary perspective. This is based on her latest chapter published in Y. Zhang & X. Gao (Eds.), Frontiers in the teaching and learning of Chinese as a second language (pp. 170-184).
  3. Drs Wen Xu (East China Normal University) and Jorge Knijnik (Western Sydney University) discuss how the Chinese language classroom can be a pedagogic emancipatory space in Australia. This is based on their recent article published in British Educational Research Journal.
  4. Dr Michiko Weinmann, Dr Rod Neilsen (Deakin University, Australia) and Sophia Slavich unpack the discourses of teaching and learning Chinese in Australian schools. This is based on their upcoming book chapter.
  5. Drs Sin Yee Koh (Monash University Malaysia), Chang-Yau Hoon and Noor Azam Haji-Othman (Universiti Brunei Darussalam) expound on the discrepant discourses, multifaceted realities and institutional barriers amid the ‘Mandarin Fever’ and Chinese language learning in Brunei’s middle schools. This is based on their latest article in Asian Studies Review.
  6. Dr Jia Li (Yunnan University, China) explores how Myanmar ethnic minority students in a borderland school in Yunnan negotiate language ideologies in the learning of Putonghua. This is based on her recent co-authored article (with Dr Bin Ai and Dr Jie Zhang) in Journal of Multilingual and Multicultural Development.
  7. Dr Yang Song (Fudan University, Shanghai, China) reveals the implicit hegemonic hierarchies that international and Chinese students subscribe to in English-language-medium programmes in China. This is based on her recent publication in Journal of Multilingual and Multicultural Development.
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