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Asian-Pacific Journal of Second and Foreign Language Education

, 1:17

First Online: 18 November 2016Received: 23 September 2016Accepted: 08 November 2016


In this paper, Chinese curricula in the contexts of China and Singapore on primary level are compared and contrasted by both quantitative Word Segmenter and Text Analyzer and qualitative methods in-depth thematic analysis. The research shows challenges for educational administrators, teachers and other professional staff in Chinese education on the aspects of applying information and communication technology, implementing individualized and autonomous teaching and learning, balancing different teaching objectives, understanding students’ cognitive and psychological varieties, readjusting teachers’ roles as organizer, facilitator and instructor, and aligning formative assessment and summative assessment. Meanwhile, the research also demonstrates and rationalizes the prospects of Mobile Assisted Language Learning MALL in Chinese teaching and the glocalization of Chinese curricula in the future. Further, the research will help people know more about diverse social linguistic contexts in China and Singapore, the different essence of first language L1 and second language L2 teaching, and the complexity and arduousness of language teaching in practice.

KeywordsChinese curriculum Comparison Contrast Challenges Prospects  Download fulltext PDF

Autor: Min Huang - Francis Bond


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