The knowledge base of Chinese as a second language teaching in K-12 settings
Staking out the territory
The field of teaching Chinese as a second language (CSL) is expanding and growing in importance worldwide. Related
fields, such as Chinese language pedagogy, language policy, and the acquisition of Chinese as a second language, are attracting
increased attention in research. However, research into K-12 CSL teacher cognition (what teachers know, think, and believe) has
been very limited. It has been reported that more understanding of language teacher cognition has significant impacts on the
development of teacher training and professional development programs (Borg, 2015;
Kubanyiova & Feryok, 2015). Many aspects of CSL teacher cognition are
underexplored when compared with language teacher cognition research in general and K-12 language teacher cognition research
specifically. This article reviews current theoretical and empirical research into language teacher cognition with a particular
focus on existing studies in the field of CSL teaching in the context of K-12 education. The purposes of the review article are
(1) to document the current knowledge base of CSL teaching, and (2) to discuss current gaps in and future directions of teacher
cognition research in this area. It first discusses general theories and research concerning second language teacher cognition
within current research paradigms, and then provides a review of CSL teacher cognition research. Finally, it reviews pressing
issues and suggests directions for future research in K-12 Chinese teacher cognition.
Article outline
- Introduction
- Language teacher cognition
- K-12 CSL teacher cognition research
- Teachers’ general adjustments and challenges in Western educational contexts
- Perceptions related to students, teacher-student relationships, and teachers’ roles in class
- Teachers’ technological knowledge and beliefs
- Summary
- Future directions for K-12 CSL teacher cognition research
- Conclusion
-
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Cited by 1 other publications
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