Diversity and Inclusiveness in Chinese as a Second Language Education

This edited volume represents a collaborative effort from over 20 authors worldwide, who generously shared their expertise and insights on diversity and inclusiveness in Chinese as a Second Language (CSL) education. It critically examines a wide range of acquisitional, curricular, and pedagogical issues related to inclusive practices in diverse CSL educational settings across various geographical contexts, including mainland China, Hong Kong, Taiwan, Singapore, Vietnam, the United Kingdom, and Australia. It focuses on students with varied linguistic, ethnic, and cultural backgrounds and learning abilities, drawing on a comprehensive collection of original empirical studies.

The book is structured into two parts. Part I addresses research on linguistic and learner diversity in CSL education by exploring the challenges faced by different types of CSL learners, acquisition strategies, and assessment methods. Part II delves into the practical implementation of inclusivity in curriculum design and pedagogical practices across diverse CSL teaching contexts.

The book offers a research-informed understanding of diversity in CSL education, promoting inclusive teaching practices and methods to effectively engage learners of all backgrounds. CSL practitioners, educators, leaders, curriculum designers, and researchers will find this book to be a useful resource for supporting their research and practice.

Yuan Liang is an Associate Professor in the Department of Chinese Language Studies and the Director of the Centre for Research on Chinese Language and Education at The Education University of Hong Kong. Her research interests focus on Chinese linguistics and CSL education.

Zhen Li is an Assistant Professor in the Department of Chinese Language Studies at The Education University of Hong Kong. She is the author of the monograph titled Identity of Chinese Heritage Language Learners in a Global Era, published by Routledge in 2022.