Critical Literature Review on Teaching Chinese as a World Language in the Context of Globalization

• In Event: Examining Language, Community, and Identity in a Global Context

Abstract

Using Skinner’s behavioral, Chomsky’s psycholinguistic, and Halliday’s social semiotic perspectives of language teaching and learning as theoretical frameworks, this literature review critically analyzes 61 articles and review articles published from 2014 to 2018 in Chinese as a Second Language, the most impactful journal in the field of teaching and learning Chinese as a world language. It analyzes how the teaching and learning of Chinese language and culture has been conceptualized and enacted in the field of teacher education in the United States. It also raises awareness of the value of social semiotic and critical perspectives of language teaching and learning, suggesting more critical, social, and culture-orientated research to support learning Chinese as a world language in the context of globalization.

Author

• Junling Zhu, University of Massachusetts Amherst