The search for CFL pedagogies which are effective in diverse countries, and with diverse age groups, is in the process of development. Scholars are divided as to whether a generic model for CFL is possible, or a diversified adaptation to each context is more effective. Key input to this debate however is the knowledge evident in the experiences of teachers who have taught CFL in many different overseas contexts. The reflective narratives of such teachers provides valuable sources of in situ information as to effective practice.
This study, based on the theoretical framework of teacher practical knowledge, collected teacher narratives from eight returnees who have taught CFL in diverse contexts: New Zealand, Italy, France, Spain, Germany and the US. The narratives were constructed from reflective interviews conducted in China. The questions were consistent across the interviews, to afford comparative analysis. The narrative portraits reveal the teachers' experience in their overseas placement, their critical reflection on that experience, the conclusions they have drawn as to most effective CFL practice, and their perception of the sustainable future of CFL, as more teachers "go out" to take short term posts as CFL teachers abroad. The narratives reveal both unique and shared experiences and raise important professional questions for the future of CFL training, practice and pathways.
|Title of host publication||Exploring innovative pedagogy in the teaching and learning of Chinese as a foreign language|
|Editors||Robyn Moloney, Hui Ling Xu|
|Place of Publication||Singapore|
|Publisher||Springer, Springer Nature|
|Number of pages||20|
|Publication status||Published - 2016|