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Guided by the system-focused perspective (Beltman, 2020. Understanding and examining teacher resilience from multiple perspectives. In C. F. Mansfield (Ed.), "Cultivating teacher resilience." Springer. https://doi.org/10.1007/978-981-15-5963-1_2) and the transdiciplinary framework (DFG, 2016. A transdisciplinary framework for SLA in a multilingual world. "The Modern Language Journal, 100"(S1), 19-47. https://doi.org/10.1111/modl.12301), this study adopted a qualitative phenomenological approach to explore how two Chinese language teachers in an EMI transnational university developed their collective resilience when navigating challenges through resources across micro-meso-macro levels of contexts. Multiple data sources were collected from government and institutional policy documents, in-depth semi-structured interviews and written reflections over four months and were analysed through phenomenological analysis and content analysis. The findings revealed the salient role of the multi-layered contexts in teachers' resilience-building processes, which motivated them to achieve the synergistic development of individuals and the institution through collaborative efforts. This study particularly pointed to the importance of conceptualising the contextual features as agentive in shaping collective resilience. We thus propose a multi-layered model for understanding the complex interactions of language teachers' collective resilience within this specific context of a transnational university, in which the three levels of contexts may be engaged in constant interactions to achieve a conceptual equilibrium. The study concludes with implications in regards to expanding our current understanding of the ways in which language teachers need to be supported throughout their resilience-building process and professional development in the long run.

This paper reports on a longitudinal study that investigated how international students' personal network mediated their pragmatic choices during studying abroad in China. Data were collected over a year through different ways, including Study Abroad Network Questionnaire, role-plays, retrospective verbal reports, ethnographic interviews and observation field notes. Findings showed that with respect to pragmatic performance, the students exercised their subjectivity to converge to or diverge from the native-speaker norms. The ethnographic accounts revealed that the changes in learners' pragmatic choices were closely related to the composition and structure of their social network. Using two case learners, we highlighted that social network may work in synergy with pragmatic subjectivity to contribute to the trajectory changes over learners' socialisation processes. We discussed how social network may serve as both a theoretical lens and an analytical tool for investigating pragmatic development in study-abroad contexts.

This paper reports the results of a review of 33 journal articles chosen from 87 empirical studies on learner identity in Chinese as a foreign/second language (CFL/CSL) education, published during the years 2005-2019. By analyzing the co-occurrence of keywords in these Social Science Citation Index (SSCI) journal articles, this review identifies the theoretical perspectives and topical trends of CFL/CSL education research on learner identity. The review shows that while such post-structuralist theories and notions as capital, identity and investment model have continued to play a predominant role in CFL/CSL identity research, interdisciplinary perspectives seem to also demonstrate their theoretical value and interpretive power. Furthermore, the review found that researchers explored a wide array of topical issues in relation to learner identity involved in the complex linguistic and social ecology of Chinese language learning. The review concludes with suggestions for future projects to consider that expand the thematic and theoretical scope by exploring intersections between different social categories and learner identities in societal contexts.

This paper reports on a study that examined the process of two international doctoral students' academic socialisation in Chinese universities. Drawing on the concept of academic socialisation and social network analysis, we analysed multiple types of data, including study-abroad social network questionnaires, concentric circles interviews, reflective journals, and observational field notes over six months. The analysis of findings revealed that doctoral supervisors acted as the most influential agents in guiding the participants' academic socialisation. The participants also enacted agency to engage in a self-directed socialisation process during which they strategically appropriated resources to cope with various challenges. By unpacking the multi-layered relationships in the participants' networks, this study provides insights into the dynamic and intricate processes of international research students' academic socialisation. Implications are briefly addressed to support international students' experiences in postgraduate research programmes for successful academic socialisation. [ABSTRACT FROM AUTHOR]

This article reports on an ethnographic study that investigated language practice in a multilingual workplace, a Confucius Institute in Macau. In the study we collected multiple data from five staff members through participatory observations, open-ended interviews, and field notes, to examine their language practice in the Institute. The analysis revealed that multiple languages were chosen to fulfill different purposes on different occasions. Specifically, Putonghua served as the working language of the Institute, English emerged as an auxiliary language along with Putonghua, and Cantonese was used as a group language for native-Cantonese speaker staff. This study also identified that the staff members adopted multilingualism (flexibly using different languages) and English as a lingua franca for communicating with learners outside the classroom, as important strategies for dealing with tasks in encounters with language diversity, divergence between spoken communication and written communication, and lack of multilingual competence. These findings suggest that the stakeholders in Confucius Institutes need to pay more attention to the language practice in these multilingual settings, and provide resources and support to enhance the staff’s bilingual/multilingual communication competence

This article reports on a study that investigated the role of metapragmatic awareness of L2 learners in Hong Kong, and the impact it has on language choices when addressing requests in English. Simulated open role-plays and retrospective interviews were used to explore the ways in which mainland Chinese undergraduates assess, plan and produce their utterances. The results show that participants' self-monitoring of pragmalinguistic and sociopragmatic knowledge may contribute to metapragmatic awareness; their oral performance in target language pragmatics depends on these two types of knowledge, as well as on self-evaluation of mediating factors such as cognitive task demand and learner subjectivity. By bridging the gap between what learners say and why they say it, this article demonstrates how metapragmatic awareness mediates the process of real-time L2 pragmatic performance and how it emerges from such a mediated process.