Enhancing Local Chinese Language Teacher Training in the Republic of the Congo
DOI:
https://doi.org/10.20961/mandarinable.v2i2.954Keywords:
Chinese Language Education, Teacher Training, Republic of the Congo, Innovative Approaches, ChallengesAbstract
China is now one the most important countries in the globe, and with the increasing influence of Chinese language and culture, Chinese education has become more and more important during the last two decades in Africa in general, and in the Republic of Congo in particular. However, we assert the existence a major flaw in the field of Chinese education, mainly the lack of adequate training programs for Chinese teachers. Thus, this study investigates the current situation of local Chinese teacher training in the Republic of the Congo, with to goal to identify the main challenges related to the issue, and to put forward innovative methods to solve these challenges. Lately, Chinese teaching in the Republic of Congo has developed rapidly. Looking into the future, this research outlines the future research direction in the field of Chinese teacher training. It emphasizes the potential long-term impact of intensive training on language education, cultural exchanges and economic opportunities for Congolese students. In addition, it emphasizes the role can be played by government agencies, educational institutions and international organizations in supporting such initiatives.
References
Berliner, D. (1988). The development of expertise in pedagogy. Annual Meeting of the American Association of Colleges for Teacher Education
Byram, M. (2021). Teaching and Assessing Intercultural Communicative Competence. In Teaching and Assessing Intercultural Communicative Competence. https://doi.org/10.21832/9781800410251
Chang, C. L. (2022). GROW IN REFLECTION: DESIGNING AND IMPLEMENTING THE PRACTICAL COURSE FOR CHINESE LANGUAGE TEACHER TRAINING. Contemporary Educational Research Quarterly, 30(3). https://doi.org/10.6151/CERQ.202209_30(3).0001
Elvira, Q., Imants, J., Dankbaar, B., & Segers, M. (2017). Designing Education for Professional Expertise Development. Scandinavian Journal of Educational Research, 61(2). https://doi.org/10.1080/00313831.2015.1119729
Fitzpatrick, D., Costley, T., & Tavakoli, P. (2022). Exploring EAP teachers’ expertise: Reflections on practice, pedagogy and professional development. Journal of English for Academic Purposes, 59. https://doi.org/10.1016/j.jeap.2022.101140
Gikandi, J. W., Morrow, D., & Davis, N. E. (2011). Online formative assessment in higher education: A review of the literature. Computers and Education, 57(4). https://doi.org/10.1016/j.compedu.2011.06.004
Guskey, T. R. (2002). Does it make a difference? Evaluating professional development. In Educational Leadership (Vol. 59, Issue 6).
Hunt, A.-M. (2015). Blended Online Learning in Initial Teacher Education: A Professional Inquiry into Pre-Service Teachers’ Inquiry Projects. Journal of Open, Flexible and Distance Learning, 19(2).
Jebahi, K. (2022). Approaches and Methods in Language Teaching and Learning over Time. Language and Literacy, 24(3). https://doi.org/10.20360/langandlit29595
Julina, J., Ayuningtias, N., & Rudiansyah, R. (2022, March). STAD Type Cooperative Learning Model Strategy in Mandarin Learning in Tebing Tinggi City. In Proceedings of the First International Conference on Literature Innovation in Chinese Language, LIONG 2021, 19-20 October 2021, Purwokerto, Indonesia. http://dx.doi.org/10.4108/eai.19-10-2021.2316582
Kasworm, C. (2023). ADULT WORKERS AS UNDERGRADUATE STUDENTS: Significant Challenges for Higher Education Policy and Practice. In Understanding the Working College Student: New Research and Its Implications for Policy and Practice. https://doi.org/10.4324/9781003448495-4
Ling, T. H., Qi, C. P., Chee, L. K., & Sunarti, S. Speaking Anxiety in Chinese Language Learning Among non-Chinese Learners in Malaysia 马来西亚非华裔生汉语口语焦虑调查. Sinolingua: Journal of Chinese Studies, 1(2), 153-163. https://dx.doi.org/10.20961/sinolingua.v1i2.71820
Lishen, Y., & Qingqing, K. (2023). A Study on Teaching Chinese Second Language Interjection Based on PACE Teaching Model: 基于 PACE 教学模式的汉语二语叹词教学研究. MANDARINABLE: Journal of Chinese Studies, 2(1), 78-85. https://doi.org/10.20961/mandarinable.v2i1.689
Li, M., Liu, Y., Liu, L., & Wang, Z. (2017). Proactive Personality and Innovative Work Behavior: the Mediating Effects of Affective States and Creative Self-Efficacy in Teachers. Current Psychology, 36(4). https://doi.org/10.1007/s12144-016-9457-8
Lin, C., Warschauer, M., & Blake, R. (2016). Language Learning Through Social Networks : Language Learning & Technology, 20(1).
Lu, Y., Zheng, Y., & Lin, S. (2019). Mandarin Chinese teachers across borders: challenges and needs for professional development. International Journal of Chinese Language Education, 6.
Pryshlyak, O., & Lupak, N. (2019). INTERCULTURAL COMPETENCE IN FOREIGN LANGUAGE TEACHING. Human Studies. Series of “Pedagogy,” 0(8/40). https://doi.org/10.24919/2413-2039.8/40.164457
Renforcement des capacités : un séminaire au profit des enseignants de la langue chinoise | adiac-congo.com : toute l’actualité du Bassin du Congo. (n.d.). Retrieved October 16, 2023, from https://www.adiac-congo.com/content/renforcement-des-capacites-un-seminaire-au-profit-des-enseignants-de-la-langue-chinoise
Suwastini, N. K. A., Rinawati, N. K. A., Jayantini, I. G. A. S. R., & Dantes, G. R. (2021). Differentiated Instruction Across Efl Classrooms: a Conceptual Review. TELL-US Journal, 7(1).
The Acquisition of Chinese as a First and Second Language. (2021). In The Acquisition of Chinese as a First and Second Language. https://doi.org/10.3390/books978-3-03943-271-4
Xin, T. (2022). The Training Mode of Local Chinese Language Teachers in Thailand: An Exploratory Analysis. Teacher Education and Curriculum Studies, 7(2). https://doi.org/10.11648/j.tecs.20220702.12
Yu, L. (2022). New Trends in Teaching Chinese as a Foreign Language: Introduction. In The Palgrave Handbook of Chinese Language Studies. https://doi.org/10.1007/978-981-16-0924-4_1
Zhou, W., & Li, G. (2016). Chinese Language Teachers’ Pedagogical Adjustment and Classroom Management in Cross-Cultural Contexts. In Multilingual Education (Vol. 14). https://doi.org/10.1007/978-3-319-21308-8_11
崔希亮. (2018). 汉语国际教育的若干问题. 语言教学与研究, 01, 1–7.
李泉. (2009). 汉语国际教育硕士培养目标与教学理念探讨. 语言文字应用, 105–112.
郭鹏. (2012). 关于海外本土汉语教师培养问题的思考. 国际汉语教育, 24–26.
Downloads
Published
Issue
Section
License
Copyright (c) 2023 Ngatseke Mampola Freud Savinien
This work is licensed under a Creative Commons Attribution 4.0 International License.
This is an open-access journal in accordance with the Creative Commons Attribution 4.0 International (CC BY 4.0) license. This permits users to:
Share — copy and redistribute the material in any medium or format
Adapt — remix, transform, and build upon the material
for any purpose, even commercially.
Under the following terms:
Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
