Critical Literature Review on Teaching Chinese as a World Language in the Context of Globalization
DOI:
https://doi.org/10.1558/lst.21178Keywords:
teaching Chinese as a world language, cognitive, disciplinary literacy, sociocultural, criticalAbstract
Using perspectives on language and language learning in Second Language Acquisition (SLA), including the traditional cognitive orientation, sociocultural theory orientation, and critical theoretical orientation as theoretical frameworks, this study critically analyzes 78 papers published from 2014 to 2020 in Chinese as a Second Language—The Journal of the Chinese Language Teachers Association, USA (CSL), a leading journal that is devoted exclusively to the study of Chinese language, culture, and pedagogy. This study investigates how the teaching and learning of Chinese language and culture has been conceptualized and enacted in the field of SLA and explores factors that contributed to frustration, dissatisfaction, or criticisms in this field (e.g., Lantolf and Genung, 2002; Li and Duff, 2008, 2018; Thorne, 2005). Additionally, this study raises awareness of the value of sociocultural and critical perspectives on language teaching and learning (e.g., Douglas Fir Group, 2016; Fairclough, 1992; Halliday and Hasan, 1985; New London Group, 1996; Vygotsky, 1978), suggesting more critical and sociocultural-oriented research to support learning Chinese as a world language in the context of globalization.
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