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Background or Context: There is increasing research focusing on dual language (DL) education program policies and practices regarding who has access to bilingualism and whose bilingualism is valued and represented. However, limited research is situated in the context of Chinese-English DL education and its service of emergent bilingual learners with disabilities (EBLWDs). Purpose, Objective, Research Question, or Focus of Study: The current study examines DL policy documents from one Chinese-English DL charter school to answer the following research question: How do a Chinese-English DL charter school's policies and practices address racial and disability injustice? Research Design: Textual analysis is conducted to examine publicly available educational policy documents from school, district, and parent-hosted websites; photos from school Facebook pages; and meeting minutes from the school principal, with permission. Conclusions or Recommendations: Drawing from a Disability Critical Race (DisCrit) stance, this study reveals textual silences on disability and race and the exclusion of EBLWDs through no-excuses accountability policies. Discourses of elite bilingualism and neoliberalism are perpetuated and reproduced by White, nondisabled, middle-class, English-speaking families who control the right to make policy decisions. These discourses shape the lived experiences of EBLWDs, who are deemed as deviant for their racial/ethnic identities and deficient for disability and linguistic status, and are thus denied access to bilingual DL education.

This paper presents a comprehensive analysis of the evolution of language policy in the Philippines, with a particular emphasis on the status, challenges, and future prospects of Chinese language education within the national framework. The study is structured into five distinct sections. Firstly, the historical development of language policies in the Philippines is explored, tracing the transitions from colonial to contemporary eras and assessing their implications for language education. Secondly, an in-depth exploration of the present landscape of Chinese language education is provided, evaluating its integration into the Philippine education system and the effectiveness of existing programs. Thirdly, a critical examination of the current state of local Chinese language teacher training is conducted, analyzing the approaches used to foster a sustainable local teaching workforce. Fourthly, strategic pathways for the next decade are outlined, focusing on the localization of Chinese language education in alignment with the plans of the Philippine Department of Education and broader educational objectives. Finally, the concluding section synthesizes insights garnered from the preceding sections, reflecting on the significance of these developments for the future of Chinese language education in the Philippines. It underscores the pivotal role of Chinese language education in promoting cultural and educational exchanges and facilitating the modernization processes in both China and the Philippines. By addressing these dimensions, the paper offers a comprehensive overview of the intersection between language policy and Chinese language education in the Philippines, providing valuable insights for policymakers, educators, and researchers engaged in language education and policy planning in multilingual and multicultural contexts.

Chinese has a rich and diverse vocabulary of terms, especially verbs, expressing power relationships. This paper selected 25 power relationship terms from the Chinese Proficiency Scale for International Chinese Education, and used a true-false format to test the differences in acquisition between international students from Confucian cultural circles and those from non-Confucian cultural circles. The study found that: (1) The acquisition levels of both groups are generally behind that of ordinary vocabulary; (2) There is a significant difference in the acquisition levels between the two groups, with the former performing better than the latter; and (3) There is a significant difference in the acquisition of these terms in administrative and family settings between the two groups, with the former performing better than the latter, but there is no significant difference in the acquisition of terms in other settings such as education. In response to these findings, the paper used interview data to provide mutual confirmation, and applied theories related to learning input, language transfer, and cultural circles to analyze and interpret the results. Finally, the paper made targeted suggestions for the teaching of power relationship terms.

This paper explores the presence of the Tibetan language in the linguistic landscape of Xining, the capital of Qinghai Province in Northwest China. Qinghai constitutes the main part of Amdo, one of the historical and cultural regions of greater Tibet. The majority of the inhabitants of Xining are Han Chinese (the major ethnic group in China), and a small percentage are from minorities, mainly Tibetans and Hui (Chinese-speaking Muslims). This city is characterised by intense economic and infrastructural development and attracts people from different areas of the province. The research is based on photographs of public signs that display the Tibetan language gathered between 2017 and 2022. The paper analyses the language choices, content, and visual elements of the signs and discusses the different uses of Tibetan signs in Xining. Moreover, it explores the use of the Tibetan language in public space in light of the current language policies and language ideologies in China, particularly in the Amdo region.

Aiming at the problem of the evaluation of College Chinese teaching, based on the development of internet of things technology, this paper discusses the teaching rules of internet of things technology in detail and makes relevant analysis. Then, college students of different grades are selected and applied to the specific evaluation of College Chinese teaching based on internet of things technology. The experimental results show that college students of different grades have different effects on College Chinese teaching based on internet of things technology. In addition, in the process of College Chinese teaching, freshmen and sophomores have a positive evaluation of the effect of Chinese teaching and have a strong interest in Chinese learning while senior students have the worst evaluation and interest in learning. Finally, the paper analyzes the possible problems in the evaluation of College Chinese teaching based on internet of things technology.

This paper focuses on the diaspora Chinese community in Limerick--an Irish county town in the southwest of the Republic of Ireland--and examines how Chinese parents have responded to the education policy shift resulting from the 2017 Irish foreign language strategy, which added Chinese to the official educational curriculum. A semi-structured group interview was conducted with four Chinese-speaking parents. Analysis of the data revealed that identity preservation and maintaining bonds with extended family are the predominant expressed reasons for parents to cultivate their children's Chinese proficiency. English and Irish are prioritized over Chinese. Though the parents hold positive attitudes towards the inclusion of Chinese as a school subject in Ireland, they are disempowered from taking advantage of participating in the implementation of this national language shift due to a lack of access to social, cultural, and economic capital. Analysed through a Bourdieuian lens, the findings further expose the limitations or constraints placed on family language policy and the discrepancy between macro- and micro-level language policies. The paper is intended to shed light on education, social justice, and equality, bridging the gap between micro-level family language practices and macro-level language policy.

Lexical bundles are recurrent multiword combinations and often function as discourse building blocks. Lexical bundles have been analysed in university students' writing to detect linguistic errors, measure writing competence, and investigate the divergence between L1 and L2 writing. Few studies, however, have focused on the high-stakes genre of PhD thesis and investigated the bundle productions of the same genre within the same level and discipline. This paper compares sentence initial lexical bundles in the corpora of English theses written by Chinese and New Zealand PhD students in the discipline of General and Applied Linguistics. Forty-six bundles from a Chinese corpus and forty-two bundles from a New Zealand corpus were generated. Among them, 94% of sentence initial bundles were identified as metadiscursive bundles. Chinese and New Zealand doctoral students showed considerably different preferences in their bundle selection. The paper examines the possible impact of these preferences and suggests there is a need to extend the metadiscourse knowledge of doctoral students in terms of lexical bundles.

The "boy turn" in research on gender and education has sought to understand how social practices and schooling contribute to the process of orientation to particular identities. This paper applies the theories of affect to explore the story of an underprivileged, low-achieving Samoan boy, as he engaged with learning Chinese in an Australian primary school classroom. Through an ethnographic lens, observational, journal entry and interview data reveal that learner identity is not a fixed thing; rather, it is contradictory in nature and constantly impacted by curricular and pedagogic regimes. In this paper, I argue that pedagogic practices, which appear to generate affects and open up spaces for embodying a desire to learn, need to be brought to the fore in classrooms. Research on the affective dimensions of boyhood can add to our understanding of boys' experiences with learning and learner identity, so as to positively influence educational practice today.

Translanguaging goes between linguistic and/or modal boundaries and beyond them (Li, W. (2011a). Moment analysis and translanguaging space: Discursive construction of identities by multilingual Chinese youth in Britain. "Journal of Pragmatics", 43(5), 1222-1235. https://doi.org/10.1016/j.pragma.2010.07.035). The appearance of this new concept marks a significant development of multilingualism studies. This paper is based on an empirical study of creating a translanguaging space and positive 'classroom climate' (Gabrys-Barker, D. (2014). Success: From failure to failure with enthusiasm. "Studies in Second Language Learning and Teaching", 4(2), 301-325. https://doi.org/10.14746/ssllt.2014.4.2.7) by allowing for students' emotional expression and supporting their emotions to benefit EFL (English as a Foreign Language) learning in the Chinese context. The visual data are multilingual and multimodal student-made artefacts called "emotional curves" completed by newly registered university students as descriptive homework of their emotions about English learning in the classroom. These emotional curves create a translanguaging space where students adopt multiple linguistic and semiotic resources to express emotions and identities freely and creatively. The multimodal discourse analysis of emotional curves is combined with (auto)ethnographic observations and interviews, which shed light upon the emotional motivation for translanguaging and manifest effective teacher-student communication owing to the teacher's 'emotional scaffolding' (Park, M. H. (2014). Increasing English language learners' engagement in instruction through emotional scaffolding. "Multicultural Education", 22(1), 20-29.) strategies. Theoretically, this paper highlights the transformative power of translanguaging space and clarifies emotional representations of translanguaging theory. Pedagogically, this study advocates acknowledging and scaffolding students' emotions to establish better teacher-student relationships and create a flexible translanguaging space and harmonious classroom climate.

The paper focuses on the communication of three bilingual couples, each speaking a different lingua franca (LF). Positioning theory offers a methodological framework to explain language choice in interactive positioning within personal contacts. A comparative view of the couples' storylines benefits from the differences between them. The analysis herein shows how the speakers are positioned in the subtle interplay of self-positioning and the positioning of the partner. The couples draw on their language resources and specific linguistic features which index language ideologies. Reasons for the choice and maintenance of a LF in the couple are informed by attitudinal factors which contribute to the discursive production of interpersonal positions. Findings outline multidimensional perspectives on LF couples by showing how different positions are created and how positioning is connected to the negotiation of a common language. This paper advances the debate on LF communication in intercultural relationships by demonstrating that positioning helps to investigate the ways in which diverse language resources intertwine to create different linguistic constellations and eventually improve our understanding of the performance in a third language.

In this paper, we bridge fields of English as a Second Language, Bilingual, and World Language teacher education through curricular innovation in methods coursework for future Chinese language teachers. We apply a language curricularization framework to analyze theoretical, ideological, political, and contextual factors underlying connections and distinctions across disciplinary borders and to guide collaboration within a language equity lens. Our work indicates the affordances of translanguaging approaches, a multilingual turn, and critical curricular analysis in preparing critically conscious language educators.

Science teachers play a crucial role in the science education system, significantly influencing the development of students. However, existing research highlights issues such as a wide age span and uneven quality among science teachers, which undermines the effectiveness of science education. In addition, the role of science teachers can be ambiguously defined, leading to confusion about their responsibilities. To better understand the current situation and future development trend of research on the role of science teachers in China and overseas, this study compares and analyses a total of 30 documents on the role of science teachers in Chinese or English. The documents were from Web of science or CNKI databases. Content analysis was applied on time of publication, volume of papers, research topic, and similarities and differences of the role development of science teachers in China or overseas. Results show that: (1) At present, the development trend of research on the role of science teachers published in English and Chinese is relatively slow and has not received due attention. Most mainstream research paradigms are still in the stage of theoretical exploration; (2) the research theme of the role of science teachers mainly includes five aspects: Role expectation, role orientation, role identification, role transformation, and role; (3) the "should be" research published in Chinese and the "real" research published in English should be combined and form a positive interaction. This study is helpful to systematically analyze the current situation of research on the role of science teachers, with a view to providing a basis for subsequent research on the role of science teachers.

Many people who learn Chinese as a foreign language (CFL) have encountered challenges when it comes to character writing. This was a follow-up study of our quantitative study in 2019 that showed that mobile app was a significantly more effective method than pen-and-paper method to learn Chinese character writing. Thirty beginning CFL learners participated in this study. Surveys and interviews were conducted to seek their perspectives on the role of stroke order knowledge, the use of the mobile app in Chinese writing, and suggested ways to teach Chinese character writing. As shown in the results, findings demonstrated that the participants recognized the value of the app in their character learning. They held the view that stroke order not only plays an important role in Chinese writing, but also should be emphasized at the beginning level. Although the use of the app was favored, compared with the conventional pen-paper method, a mixed method of both was suggested for pedagogical practices.

Within the Chester Beatty Library, Dublin, is a small, but especially interesting anthology of Persian poetry. Although the manuscript's colophon is missing, the stylistic evidence of its badly damaged illustrations and illuminations indicates that it was produced in Shiraz in the 1430s or 1440s. The discussion considers two unusual features of the manuscript, the first of which is that seven folios of a type of paper, generally thought to be of Chinese manufacture, are included among its 171 folios of otherwise Islamic paper. As is typical of this so-called Chinese paper, the folios are coloured—in this case an olive green—and one is decorated with a gold painted design of what appears to be an immature fruit of some sort, along with lobed leaves on a curling vine. Equally intriguing are the scenes and patterns, painted exclusively in gold, that fill the margins of the folios throughout the manuscript. No other such margins are known in any other contemporary manuscript. [ABSTRACT FROM AUTHOR]

This paper discussed the relationship between language, ecology, and culture, and claimed that the study of linguistic communication as pragmatics should not be confined to the traditional context, but should focus on a broader ecological environment. It analyzed the context of practical communication from the perspective of language ecology beginning with the discussion of the ecological crisis in communication and found that language, like plants and animals in nature, needed the support of the external environment with certain "soil fertility". This paper classified ecological context into two types: internal ecological context (psychological-cognitive context) and external ecological context (natural environment and social environment). Based on this classification, the ecological context of pragmatics was further divided into environment-friendly context, addressee-friendly context, and speaker-friendly ecological context. This paper was an exploratory analysis of language ecology in pragmatics, aiming at helping communicative participants find their ecological niche and adopt appropriate strategies to maintain the ecological balance in pragmatic communication.

Since the establishment and development of translation and interpreting discipline in universities around the world, interpreting contests are held to (1) raise wild interests in interpreting activities; (2) promote interpreting training programs and interpreting pedagogy research; and (3) enhance individual's language proficiency and interpreting skills. This paper, with an eye to the rubrics on Chinese-English dialogue interpreting performance in interpreting contests, adopts a multimodal approach to the examination and comparison of interpreting performance in the 2016 Cross-strait Chinese-English Interpreting Contest--The Final Round. Compared to the monomodal interpreting evaluation of language proficiency, this paper proposes a multimodal interpretation evaluation model from linguistic mode, aural mode, visual images, spatial arrangement, and kinetic movement (The New London Group, 1996). Following a comprehensive analysis of multimodalities in terms of type, orientation and value, the study shows that linguistic mode, aural mode, visual images, spatial arrangement, and kinetic movement can all contribute to the meaning-making and meaning transfer process. This paper proposes a multimodal interpreting evaluation model (MIEM) and argues that all these meaning-making and meaning transfer parameters should be taken into account in interpreting performance evaluation. The paper sheds some light on the methodological innovation for Chinese-English interpreting contest rubrics, as well as implies novel insight for interpreting evaluation in a broad sense.

Research has shown that arts-based approaches facilitate literacy learning in children; however, few studies have focused on the integration of art and early writing in community-based Chinese heritage language classes, which have been marginalized from the formal educational discourse in the United States. By drawing on the theoretical perspectives on social semiotics, this paper explored how young Chinese heritage learners engage in "writing" Chinese characters using fallen leaves. The data sources included field notes of observations, video recordings of the class, and the artifacts made by the children. Multimodal analysis revealed that the teacher invited the students to write together and created a social context for children to compose writing artwork. Children engaged with their composition through a variety of modes. This study has implications for research, practice, and policy.

Racialized descriptions are a constant practice in our societies and a fundamental aspect of racial discourses. This paper uses conversation analytic tools within a Foucauldian perspective on discourse to investigate how discourses of race are (re)produced, and consequently navigated, in talk-in-interaction among speakers of Chinese. Four instances of racialized person description, taken from a larger corpus of 16 hours of casual conversation among Chinese migrants in Melbourne and their acquaintances, are explored in detail. The analysis identifies two interactional sequences, joking and accounting sequences, which allow participants to resist racialized descriptions while still orienting to the interactional preference for sociality in casual conversation. The paper argues that casual and friendly interaction may provide empirical evidence for how discourses of race are destabilized at the level of talk-in-interaction.

This paper examines the acquisition of demonstratives (e.g., "that," "there") from a cross-linguistic perspective. Although demonstratives are often said to play a crucial role in L1 acquisition, there is little systematic research on this topic. Using extensive corpus data of spontaneous child speech, the paper investigates the emergence and development of demonstratives in three European (English, French, Spanish) and four non-European languages (Japanese, Chinese, Hebrew, Indonesian) between age 1;0 and 6;0. The data show that, across languages, demonstratives are among the earliest and most frequent child words, but their frequency decreases with age and MLU. As children grow older, they tend to use other types of referring terms (e.g., anaphoric pronouns) and other types of spatial expressions (e.g., adpositions). Considering these results, we hypothesize that children shift from using a body-oriented strategy of deictic communication to more abstract and disembodied strategies of encoding reference and space during the preschool years.

Translanguaging and codeswitching are frequently employed in second/foreign language classrooms. Though the differences between these two practices have been examined from a conceptual perspective, the potential of translanguaging as a pedagogical resource has not been empirically addressed. This article opens with a concise comparison of translanguaging and codeswitching, arguing that they offer different analytical and practical advantages in second/foreign language education. Using extracts from a practitioner study conducted in a high school EFL classroom in Shanghai, this paper illustrates how different linguistic and semiotic resources are deployed in a teacher's and students' translanguaging practices in order to achieve pedagogical goals, thus demonstrating the possibilities that pedagogical translanguaging encompasses. The paper argues that practitioners should be encouraged to make full use of these resources so as to create arenas of opportunity for the students.

This paper highlights the complex relations between public and private spaces with regard to young children's bilingual learning, and the importance of developing a pedagogy that allows for the interaction of learning across the two spaces. It uses findings from a qualitative study to illustrate nuanced (mis)alignments between dominant language discourses in New Zealand early childhood education and Chinese immigrant families' aspirations regarding the languages they want their children to learn and use. The study involved analysing a range of institutional documents to identify early childhood education discourses promoted in New Zealand. Alongside this, individual interviews were conducted with a group of Chinese immigrant parents to investigate their involvement in children's early childhood education. Families' aspirations, experiences and practices regarding children's bilingual learning were frequently mentioned during the interviews, and these are valuable knowledge for teachers. This paper presents findings related to these dual language learning expectations. It uses theoretical constructs of social spaces to interpret the findings and their implications for a responsive pedagogy that embraces bi/multilingualism.

The teaching and learning of Chinese remains a fragile undertaking across all stages of Australian schooling. This paper reports on a practitioner inquiry into pedagogic practices and student engagement with disadvantaged primary school students in a Chinese as a Foreign Language (CFL) classroom in Sydney, Australia. Drawing upon studies of affect as well as the Fair Go Project's theoretical framework concerning student engagement, the research explores how 'difficult' Chinese knowledge and pedagogies of discomfort disrupt social norms and practices. The engagement of students is conceptualised as an interplay of highly affective, highly cognitive and highly operative learning experiences. In this paper, we argue that 'discomforting' emotions evoked by curricular and pedagogic approaches can influence significant change and foster curiosity for CFL education. The paper concludes with a consideration of pedagogic implications for foreign language education and possibilities for future research.

This paper reports a qualitative study of what constitutes an ideal EMI classroom from the perspective of university students. Data were collected through in-depth interviews with 26 university students from various disciplines at a large public university in China. The analysis reveals three core themes, which were perceived to be integral to an ideal EMI classroom: 1) an integration between content, language, and learning strategies, 2) a process-oriented course design permeated with a translanguaging approach, and 3) moving beyond specific EMI classrooms with a future and community orientation. This paper argues that EMI needs to be approached as a full educational experience with multiple dimensions (i.e. cognitive, social, and affective), through which, students gradually build up their professional knowledge and disciplinary literacy as well as foster their sense of belonging and direction in their situated subject field.

Chinese is a highly complex language with internal variation unprecedented in most other languages. Yet, that does not mean Chinese is unique in the sense that it cannot be compared to other languages and new concepts need to be introduced for the description of it. This paper is dedicated to the question of how to apply the notion of pluricentricity to the Chinese language whilst at the same time keeping Chinese comparable to other pluricentric languages. Attempts have been made to see Chinese through a pluricentric lens, yet they have not incorporated the entirety of Chinese with its various Fangyán or have introduced concepts that distort the discussion on Chinese from its linguistic reality. To ensure comparability across pluricentric languages, this paper acknowledges that the term "Chinese" is an umbrella term that does not refer to any single Fangyán but that encompasses all of them. Hence, instead of Chinese, Fangyán are used as a point of departure for the application of pluricentricity. This paper proposes an inclusive framework of Chinese pluricentricity comprising 15 standard varieties: two Cantonese, three Hokkien and five Mandarin varieties as well as two varieties of the Chinese script and three varieties of Mandarin phonetisation systems.

The promotion of the English language continues to be instrumental in helping China to engage with the world, but it has caused identity anxiety and cultural uncertainty among language learners. In this paper, we analyze data from a favorite-character-presentation task and an oral survey conducted with 82 preschool children in Shanghai. We found that Chinese remains the most important language for the participants in expressing their transcultural identity aspirations, but the influences of English can be observed in their language practice when presenting their favorite characters. These findings suggest that the participants' identity aspirations can be understood in the context of their translanguaging practices, which unfold in their use of linguistic and pictorial resources. The paper concludes with a discussion of how language educators and policymakers should consider children's exposure to informal language learning beyond the classroom in teaching.

This paper examines the impact of the local tea industry on the language ecology of the geographically remote Blang community in China. The paper takes an ecology perspective in language planning where all languages in the locality are given equal attention. These languages in the context of this paper include Blang, Putonghua, and English as the leading global lingua franca of international trade. The study used a qualitative approach and reports findings from semi-structured interviews collected in Yunnan Province. The discursive approach allows for the analysis of participants' attitudes and ideologies vis-à-vis the changing economic and linguistic ecology. The findings demonstrate that the local tea industry has increased the economic value of Putonghua and further marginalised Blang. Putonghua and English were ideated as capital in the domestic and global markets, while Blang was perceived as having no economic value. These findings point towards a weakening vitality of Blang and reflect the uneven power relations favouring Putonghua and English. While economic entrepreneurship was paired with linguistic entrepreneurship, this agentive behaviour was mainly directed towards learning the dominant languages by the Blang people, and it was related to the extent to which individuals themselves engaged with the tea business.

This paper intervenes in debates on Chinese higher education and social (re)production strategies in the contemporary African diaspora, developing the link between 'Chinese' capitals, social status and spatial mobility. Drawing on semi-structured interviews with both disadvantaged and middle-class African international students, I unpack how migration to China will enable them to accumulate prized forms of capital and position advantageously in different spheres of African society. The paper focuses on two 'Chinese' capitals--specifically high proficiency in the Chinese language, and exposure to and internalisation of Chinese lifestyles and practices--which are convertible to profit, distinction and secure coveted jobs in their respective home countries. By exploring how China's 'in the middle' position within the global political economy and exercising its soft power over peripheries are reflected in the ways these African students and their families play the 'class game' and make higher education choice, this paper moves beyond the 'West' vs. 'the Rest' gaze and nuances an emergent mobility pattern within the Global South. I conclude by presenting an argument that in seeking these 'Chinese' capitals, the students and their families may enhance China's geopolitical standing and facilitate its movement towards the 'core' within the arena of the world (knowledge) system.

As the content knowledge of English language learners and immigrant students is assessed in their less proficient language, the validity and fairness of assessments related to those students have been widely discussed. However, such assessment issues have not received much attention in rapidly expanding bilingual education programmes, where students learn content subjects through a second/foreign/additional language (L2) and are often assessed in that language. This paper addresses this research gap by examining the mediating effect of language of testing on students' performance in content subject assessments. 387 question items in the Biology papers of a public examination in Hong Kong were analysed according to their cognitive and linguistic demands. The performance of 480 students (half taking the test in their first language and half in their L2) on the questions with different demands was then analysed with MANOVA and multiple regression. The results show that linguistic demands, especially productive linguistic demands (e.g. writing sentences and texts), had a more significant effect on the performance of students taking the test in their L2. These results underscore the role played by language in the academic achievement of bilingual education students, which in turn illuminate valid assessment design and pedagogy in these programmes.