Research Proposal Paper Sample: Chinese as Secondary Language Teaching

Chinese as secondary language teaching and learning in the context of globalization: A case of Chinese language teaching of foreign students in China universities

Keywords

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Chinese as secondary language teaching and learning, globalization, foreign students in china, China universities

INTRODUCTION

The education program in China has been adjusted to accommodate the learning needs of international students who are willing to study Chinese as a secondary language. The program is mostly applicable to the case of students who enrolls in the Chinese higher learning institutions. The program is considered important because some courses and subjects are taught in the Chinese language and no students should be left behind. As a result, the international students are taught the language and this promotes internationalization which is the key mission of the policies established on the same. As much the government realizes the need for the Chinese language for the international students, a significant level of conflicts and differences arise between the government and the China universities. This is probably because there have conflicting missions on the same. This makes the implementation of the program a bit difficult. There is a need to conduct a study on this aspect of the educational program regarding why it is a place and the challenges which could be experienced. This paper presents a research proposal on a case of Chinese language teaching of foreign students in China universities.

RESEARCH QUESTIONS

The following research questions were formulated by the researcher, and will be used to guide the study on the problem:

1). To what extent do the China universities tend to accommodate international students for the purpose of offering the Chinese language?

2). How does the government relations with the higher learning institutions based on the need to offer foreign students the Chinese language?

3). How has Chinese language education contributed to the achievement of nationalization across the globe?

4) How has the competing role of English language with Chinese as lingua franca occur with regard to the international students in universities?

5). What is the importance of offering the Chinese language to international students who study in the China Universities

3. RESEARCH OBJECTIVES AND STATEMENT OF PROBLEMS

1). To investigate the extent to which China universities have been able to accommodate international students for the purpose of offering the Chinese language.

2). To determine the role that the government in supporting the higher learning institutions to offer foreign students Chinese language.

3). To investigate how education on the Chinese language has contributed to \nationalization with regard to the mission of across the China education.

4) To determine how other languages including English has offered Chinese competition with regard to academic service to international students in the China Universities.

5). To determine how important education on the Chinese language is to foreign students especially those who study in the China Universities

These objectives tend to focus on the study to answers the main problem which is;

Chinese as secondary language teaching and learning in the context of globalization: A case of Chinese language teaching of foreign students in China universities

LITERATURE REVIEW

The role of the foreign Student Education Promotion Policy

The increase in the number of international students in China who study Chinese as a secondary language can be traced with the established of the policy which strives to accommodate education for students from different parts of the world. Ahmad and Shah (2018) recognized that the government has appropriated this with the aim of developing international relationships with the other nations. The policy, according to Wang and Curdt-Christiansen (2016), has been able to enhance education on the Chinese language and literature studies for foreign students who study in China. On the same note, Wilson (2016) added that the government has expanded the scope of the number of universities in China which can offer educational programs based on the Chinese language to the foreigners. Spencer-Oatey, Dauber, Jing, and Lifei (2016) recognized that this is a great improvement from the previous situation whereby there were only a few higher learning institutions which were allowed to provide such programs. According to Sher (2013), through this, the government of China has ensured that the population of international students who study Chinese as a secondary language has significantly increased in the recent past.

Internationalization and Chinese Language

The government with the help of the various universities in China focuses on offering the Chinese language to the international students as a strategic way of helping the country achieve internationalization (Sharma, 2018). It has made China made significant steps since it is now known as one of the countries which promote multilingual capabilities among visitors with academic missions. Plumb (2016) argued that this piece of information can be used to understand that China has been able to go beyond the national border of the academic landscape. Liu (2013) suggested that this is probably possible since students are encouraged students to study in their universities and offer them additional services as an additional language

Potential Challenges

There are some conditions which have been inhibiting a successful implementation of the education programs regarding Chinese as a secondary language to the foreign students (Li, 2015). For instance, the government and the higher learning institutions appear to have varied objectives which create some form of conflicts making it difficult to offer the service appropriately. Laverack, P. (2015) and Henze and Zhu (2012) emphasized that the program is established with the aim of achieving internationalization as one of the distinct trends of higher education in the country. However, Ding (2016) and Dixon (2013) noted that as a result of sufficient collaboration between the China government and the education sector has failed based on the mission of the universities. On the same note, Gan (2017) and Gong, Lyu and Gao (2018)the universities involved in the program tend to experience some level of challenge in trying to meet the required levels of internationalization in their higher education.

SIGNIFICANCE OF STUDY

The study is very important since it touches on the issue of globalization which has been a current mission of the world at large. The study investigates on how China especially the education sector is trying to accommodate students from any country as a way of achieving internationalization. The study, therefore, appeals to the need for bridging of the academic divides in the world. The research is therefore significant as it specifies the teaching of the Chinese language promotes learning for the foreign countries in China without the language-based problems.

RESEARCH METHODOLOGY

The study tends to employ the qualitative methods of collecting data. This is necessary since it will be easy to get adequate information as the resource persons will have the opportunity to express themselves more relative to the case of the quantitative approach. the interview will be used as the main method of data collection in which the questions would be made to adopt the semi-structured format so that they will be manipulated to fit the ability of the respondents based on the research questions. Other methods like use of secondary sources like previously published work about the problem, will also be used.

References

Ahmad, A., & Shah, M. (2018). International students' choice to study in China: an exploratory study. Tertiary Education And Management, 1-13. Doi: 10.1080/13583883.2018.1458247

Ding, X. (2016). Exploring the Experiences of International Students in China. Journal Of Studies In International Education, 20(4), 319-338. Doi: 10.1177/1028315316647164

Dixon, B. (2013). Education Abroad in China: Literature Review of Study Abroad Program Types, Outcomes and Benefits. Frontiers: The Interdisciplinary Journal Of Study Abroad, 4. Retrieved from https://frontiersjournal.org/wp-content/uploads/2015/09/DIXON-FrontiersXXIII-EducationAbroadinChina.pdf

Gan, T. (2017). Chen, Yuan-shan Der-Hwa Victoria Rau Gerald Rau: Email discourse among Chinese using English as a Lingua Franca. Journal Of English As A Lingua Franca, 6(2). Doi: 10.1515/jelf-2017-0019

Gong, Y., Lyu, B., & Gao, X. (2018). Research on Teaching Chinese as a Second or Foreign Language in and Outside Mainland China: A Bibliometric Analysis. The Asia-Pacific Education Researcher, 27(4), 277-289. Doi: 10.1007/s40299-018-0385-2

Henze, J., & Zhu, J. (2012). Current Research on Chinese Students Studying Abroad. Research In Comparative And International Education, 7(1), 90-104. Doi: 10.2304/rcie.2012.7.1.90

Laverack, P. (2015). The Rise of Asia and the Status of the French Language in International Law. Chinese Journal Of International Law, 14(3), 567-583. doi: 10.1093/chinesejil/jmv025

Li, X. (2015). International Students in China: Cross-Cultural Interaction, Integration, and Identity Construction. Journal Of Language, Identity & Education, 14(4), 237-254. Doi: 10.1080/15348458.2015.1070573

Liu, J. (2013). International students and the Chinese academic library: A user survey at Beijing Normal University Library. International Information & Library Review, 45(1-2), 20-27. Doi: 10.1080/10572317.2013.10766368

Plumb, C. (2016). On the Possibility of Mandarin Chinese as a Lingua Franca. Journal Of Educational Issues, 2(2), 48. Doi: 10.5296/jei.v2i2.9458

Sharma, B. (2018). Non-English lingua franca? Mobility, market, and ideologies of the Chinese language in Nepal. Global Chinese, 4(1), 63-88. Doi: 10.1515/glochi-2018-0004

Sher, S. (2013). Teaching Value Issues in China for Chinese Students Enrolled in American Universities. Teaching Philosophy, 36(4), 373-397. Doi: 10.5840/teachphil20131014

Spencer-Oatey, H., Dauber, D., Jing, J., & Lifei, W. (2016). Chinese students' social integration into the university community: hearing the students' voices. Higher Education, 74(5), 739-756. Doi: 10.1007/s10734-016-0074-0

Wang, W., & Curdt-Christiansen, X. (2016). Teaching Chinese to International Students in China: Political Rhetoric and Ground Realities. The Asia-Pacific Education Researcher, 25(5-6), 723-734. Doi: 10.1007/s40299-016-0316-z

Wilson, I. (2016). Does International Mobility Change Chinese Students' Political Attitudes? A Longitudinal Approach. Journal Of Chinese Political Science, 21(3), 321-337. Doi: 10.1007/s11366-015-9387-6