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2023 Vol. 8, No. 6
Published: 2023-11-10

 
1 Cultural Inheritance Inseparable from Language Transmission
Cao Zhiyun
2023 Vol. 8 (6): 1-1 [Abstract] ( 0 ) HTML (1 KB)  PDF  (0 KB)  ( 0 )
5 Interdisciplinary Talk: Social Work Experts Concerning About Children’s Language Issues
Wu Lizhong and Jinrong

Social Work Providing Services for Left-Behind Children’s Language Communication ... Wu Lizhong
Language Volunteer Services: Stepping into the World of Children with Autism ... Jin Rong

2023 Vol. 8 (6): 5-8 [Abstract] ( 0 ) HTML (1 KB)  PDF  (0 KB)  ( 0 )
9 Introduction: Crafting a Concentric Circle for the Development of International Chinese Language Education as a Discipline
Cao Xianwen
2023 Vol. 8 (6): 9-10 [Abstract] ( 0 ) HTML (1 KB)  PDF  (0 KB)  ( 0 )
11 Reflections on the Connotation and Disciplinary Framework of International Chinese Language Education
Cao Xianwen and Li Ruijun
DOI: 10.19689/j.cnki.cn10-1361/h.20230601
International Chinese language education is a comprehensive system, and its disciplinary framework can be categorized into three successively expanding concentric circles. Inner circle is the international Chinese language teaching practice and research, concentrating on the cultivation or construction of learners’ Chinese language skills. At present, the focus of international Chinese language education has shifted from the Chinese language teaching for international students in China to how to run a rich and diverse Chinese language education around the world. It revolves around two major types of teaching, namely teaching Chinese as a foreign language and teaching Chinese as a heritage language. Middle circle is the educational practice and research of international Chinese language teachers, which focuses on the cultivation or construction of international Chinese teachers’ teaching ability as well as the planning of teacher education system, emphasizing the cultivation of talents in different disciplines. Outer circle is the practice and research of international Chinese language inheritance and communication, which attends to the ability of overseas Chinese language inheritance and international Chinese language communication. Its goal is the promotion of mutual learning between Chinese and foreign civilizations, and its key is system construction. International Chinese language teaching, as the core of this enterprise, relies on international Chinese teacher education and underpins the international Chinese language inheritance and communication. International Chinese language education is a new name of the discipline established after Teaching Chinese as a Foreign Language and Teaching Chinese to Speakers of Other Languages. The theoretical system of the subject and the academic discourse system should be continuously improved according to the needs of the development of the discipline and career.
2023 Vol. 8 (6): 11-21 [Abstract] ( 0 ) HTML (1 KB)  PDF  (0 KB)  ( 0 )
22 Construction and Development of a Chinese Oral Proficiency Assessment System for International Workplace
Wu Weiping
DOI: 10.19689/j.cnki.cn10-1361/h.20230602
The concept of “Chinese + vocational skills” has attracted increasing attention among researchers and practitioners in the field of International Chinese Education. This study focuses on the construction and development of a Chinese Oral Proficiency Assessment System for International Workplace (COPASIW). One key issue that draws our attention is whether Chinese language and vocational skills can be acquired simultaneously, and whether they can supplement each other. COPASIW, which represents joint efforts between the academia and the business sector, attempts to assess the oral proficiency of Chinese as a Second Language (CSL) learners in the work place. The current system has 6 proficiency scales, with the lower three for general purposes, and the higher three for special purposes. Guided by the problems encountered in the process of developing such a tool, the author explains the reasons behind the choices for the tasks used in the system, the creation of simulated contexts for oral communication, the construction of the task bank, the language ability scales and the assessment criteria. Apart from the concerns on context, function and content, key issues in the training of assessors, whose performance directly affects the validity of the testing tool, are also discussed in this paper. It is suggested that such an innovative approach in designing and developing the assessment system, characterized by the focus on three key factors, pragmatic context, linguistic function, and content, will contribute to the final goal of “appropriate communication” for CSL learners in the work place.
2023 Vol. 8 (6): 22-32 [Abstract] ( 0 ) HTML (1 KB)  PDF  (0 KB)  ( 0 )
33 The Rule of Law in Korean Language International Education and Communication
Yang Jincheng
DOI: 10.19689/j.cnki.cn10-1361/h.20230603
The Republic of Korea has attached great importance to the rule of law on Korean language international education and communication (KLIEC), and has mandated laws on Korean language international communication institutions, tests of foreigners’ Korean language ability, Korean language teacher qualifications, marriage-related immigrants and their children’s Korean language education. Its system of law-based management of KLIEC is mainly based on the Framework Act on Korean Language and supplemented by the Korea Foundation Act and other laws and regulations related to communication institutions, agents (Korean language teachers), and target audience (foreign students, immigrants and their children, foreign workers). The experience of the rule of law on KLIEC can be generalized into five aspects. First, the laws provide a legal foundation for the international communication of Korean language. Second, the international communication institutions are endowed with the status of corporate juridical person. Third, those institutions are governmental agencies with national responsibilities and obligations. Fourth, Korean language teacher qualifications are regulated to guarantee the quality of teaching Korean language as a foreign language. Fifth, the system of teacher qualification certificates is instrumental to the construction of Korean language education curriculum. These aspects provide a valuable reference for the Chinese language international communication, including the implementation of relevant laws and construction of legal system for Chinese language international communication to ensure the quality of international Chinese language education.
2023 Vol. 8 (6): 33-42 [Abstract] ( 0 ) HTML (1 KB)  PDF  (0 KB)  ( 0 )
43 Research on the Market Demand Model of “Chinese+” of Chinese Companies in Nigeria
Huang Changbin
DOI: 10.19689/j.cnki.cn10-1361/h.20230604
Based on the “Chinese+”, this study attempts to deal with the linguistic demands of Chinese companies in Nigeria. Although the calls for “Chinese+” model has been rising in the area of Chinese education, the core issue of “what to add” in the model remains relatively less addressed and it should be ideally determined based on the solid survey of market demand. In view of this, this paper attempts to deal with the issue through choosing Nigeria as the target country with a focus on “what to add”. Firstly, through semi-structured interviews with 15 staff from Chinese companies stationed in Nigeria, and with the application of Nvivo12, three-level rooted coding, I endeavour to identify the analytic dimensions of market demand with an aim to establish the model of “Chinese+”; Secondly, I designed a questionnaire survey according to the market demand analysis model. With this, 60 Chinese companies were selected to participate the investigation of the specific multidimensional demand patterns regarding professional knowledge, professional skills, professional ability and language proficiency. The findings show that the demand of Chinese companies in Nigeria for “Chinese+” talents appears hierarchical and manifests itself in two major characteristics: (1) high level proficiency of Chinese language of local employees is required, and out of skills, whereas oral skills and listening comprehension are particularly valued, competence in reading and writing is less emphasized. Specifically, they hope that their employees’ listening and speaking proficiency should reach the intermediate or advanced level. (2) The demand for “Chinese+” compound type talents is complicated. The feedback from the survived companies shows that not all Chinese companies implies the need compound type talents, and among those that do need compound talents, there are also internal differences in professional-compounding and language-compounding. Therefore, the underlying nature of “Chinese+” model is language education, and thus the policy consistence is needed for the development of the language education cause; When it comes to the training the compound type talents, the content of “+” should be limited, practical and heterogeneous.
2023 Vol. 8 (6): 43-56 [Abstract] ( 0 ) HTML (1 KB)  PDF  (0 KB)  ( 0 )
57 Diverse Views on International Chinese Language Education
Wang Yong, Ding Anqi, Peng Zhihong, Sun Haoliang, Wu Zhongwei, Feng Liping, Shi Youwei and Xu Xiaoying
2023 Vol. 8 (6): 57-62 [Abstract] ( 0 ) HTML (1 KB)  PDF  (0 KB)  ( 0 )
63 The Construction of Language Proficiency Criteria for Inheritors of Intangible Cultural Heritage of Nüshu
Yang Huijun
DOI: 10.19689/j.cnki.cn10-1361/h.20230605
With Nüshu characters and the local dialect as its representative knowledge, the Nüshu customs are recognised in the first batch of National Intangible Cultural Heritages in China. Therefore, the core skill of inheritance is the Nüshu inheritors’ language proficiency. In order to solve the problem of the loss of authenticity and transmission of the Nüshu customs and to improve the language proficiency of Nüshu inheritors, it is necessary to construct scientific, systematic, detailed, and feasible language proficiency criteria. The language proficiency criteria for Nüshu inheritors can be constructed in a framework with four dimensions: standard linguistic knowledge, sociolinguistic proficiency, domain-specific language proficiency, and artistic language proficiency, and classified according to the levels of intangible cultural heritage, i.e., county-level, city-level, provincial-level, and national-level. Each level is defined and described with reference to the standards of Common European Framework of Reference for Languages: Learning, Teaching, Assessment. The construction of language proficiency criteria for Nüshu inheritors is of universal significance to alleviate the inheritance crisis of linguistic intangible cultural heritages. It is hoped that such a construction will provide standard reference for the evaluation and training of linguistic intangible cultural inheritors, improve the practice and inheritance capacity of linguistic intangible cultural inheritors, and explore the extension of the construction of linguistic normative standards to the field of intangible cultural heritage.
2023 Vol. 8 (6): 63-73 [Abstract] ( 0 ) HTML (1 KB)  PDF  (0 KB)  ( 0 )
74 Protection and Inheritance of Chinese Dialect Ballads: Current Situation and Reflections
Ding Zhanzhan
DOI: 10.19689/j.cnki.cn10-1361/h.20230606
Dialect ballads (Fangyan Geyao), an intangible cultural heritage integral to the Chinese culture, hold immense value for studies of historical records, dialects, literature, and folklore. This study compiled bibliographic data from over 1160 dialect ballads through internet searches and manual screening. Additionally, the researcher conducted a small-scale survey among young students on the inheritance of dialect ballads for children. Based on these data, this study illustrates the current state of the protection and inheritance of dialect ballads in China. This study finds two predominant methods employed in China to preserve dialect ballads: transcription into Chinese characters on paper, or transcription into recordings followed by digitalization. Besides, this study finds some means to develop and utilize these materials. For example, experts compile teaching materials, making dialect ballads accessible in educational institutions. Simultaneously, the government and various organizations organize competitions and cultural events, establish dialect ballad museums, and produce documentaries for public awareness. While successful initiatives have been taken in many Chinese cities, dialect ballads face persistent challenges including insufficient electronic resources and uneven development among regions. Therefore, it is advised that dialect ballads need to be protected in a scientific and diversified way. Additionally, it would be preferable to foster the cooperation among the government, the academic community, and the public. Moreover, it is crucial to maintain intergenerational transmission of dialect ballads and promote the recognition of dialect ballads among young people.
2023 Vol. 8 (6): 74-85 [Abstract] ( 0 ) HTML (1 KB)  PDF  (0 KB)  ( 0 )
86 Practices and Reflections on the Collection of Historical Literature of Chinese Dialects
Qiao Quansheng
DOI: 10.19689/j.cnki.cn10-1361/h.20230607
The study attempts to comprehensively analyzes and examines the current status of collecting historical literature of Chinese dialects from five aspects: historical literature of local chronicles, dialect historical literature during the Tang and Song Dynasty, historical literature of Chinese dialects recorded by foreign missionaries, and historical literature of Mandarin dialects within China and non-Mandarin dialects within China. The analysis is based on the practical experience and reflections on collecting historical literature of Chinese dialects by the author and his team over the past eight years. The project, which is entitled as “Integration of Modern Chinese Dialect Literature” was a completed project funded by the National Social Science Foundation. The data is also supplemented in combination of other related projects supported by the same Foundation and published series on historical literature of Chinese dialects. Based on above findings, the article presents four distinct points for consideration: (1) there has been a long lack of timely and comprehensive collection of historical literature of Chinese dialects. The academic evaluation mechanism should prioritize the outcomes of literature integration projects. (2) varying scopes of different major literary integration projects are disparate, therefore, distinct criteria for assessment should be made in the definition and evaluation process. (3) Using the ongoing publication Integration of Modern Chinese Dialect Literature as an example, to describe the general principles for inclusion and adjustments made during implementation. (4) The ultimate goal for historical literature of Chinese dialects should be digital construction. Given the current prosperity of the nation’s economy and cultural development, there is an opportunity to systematically collect and organize historical literature on Chinese dialects, representing an important modus operandi in affirming cultural confidence.
2023 Vol. 8 (6): 86-96 [Abstract] ( 0 ) HTML (1 KB)  PDF  (0 KB)  ( 0 )
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