Teaching Chinese as a Foreign Language

Teaching Chinese as a Foreign Language

Theories and Applications
Second Edition
Edited by Michael E. Everson, Yun Xiao

Just as the demand for Chinese language programs is growing across North America, schools are facing a shortage of trained teachers and a host of challenges. How can teachers meet the needs of a complex classroom filled with both Chinese heritage learners and those completely new to Chinese? How can Chinese teachers from diverse backgrounds adapt to a North American teaching environment and expectations?

Designed for teachers of Chinese at all levels, this groundbreaking Second Edition has been fully updated and revised with information to help teachers create strong, sustainable K-16 Chinese language programs. This collection of essays blends an emphasis on strong theoretical training with class-tested models and examples from leaders in the Chinese language teaching field.


  • Perfect as a course book for all teacher training environments, including pre-service and in- service, certification programs, Master’s degree programs, summer institutes, and workshops.
  • Contains just the right blend of theory and practice – includes relevant theories as well as hands- on classroom methods, examples, and innovations.
  • Addresses not only how to teach the language, but also how to create and sustain a sequenced, articulated curriculum – especially relevant as the demand for new Chinese programs continues to rise.
  • Stresses application of both national standards and Chinese language standards.

By taking an issues approach as well as highlighting specific techniques and principles that will guide Chinese language teachers in making appropriate decisions in their classrooms, this book is an indispensible resource for all teachers who strive for excellence in the Chinese language classroom.

Essay Topics


Cheng & Tsui
Publication Date: 
Trim Size: 
7 x 10
Table of Contents

Teaching Chinese as a Foreign Language



Michael E Everson and Yun Xiao


Section 1 Teaching Chinese in Context


Chapter 1 The Importance of Standards


Michael E Everson, University of Iowa


Chapter 2 Bringing Culture into the Chinese Language Classroom through Contextualized Performance  


Matthew B Christensen, Brigham Young University


Chapter 3 Focusing on the Learner in the Chinese Language Classroom: Moving from "Talking the Talk" to "Walking the Walk"  


Cynthia Ning, University of Hawaii at Manoa


Chapter 4 AP® Chinese Language and Culture: Pedagogical Implications and Applications  


T Richard Chi, University of Utah


Section 2 Teacher Knowledge and Pedagogical Decisions


Chapter 5 Literacy Development in Chinese as a Foreign Language


Michael E Everson, University of Iowa


Chapter 6 Teaching Chinese Orthography and Discourse: Knowledge and Pedagogy


Yun Xiao, Bryant University


Chapter 7 Teaching Listening and Speaking: An Interactive Approach  


Xiaohong Wen, University of Houston


Chapter 8 Technology in Chinese Language Teaching and Learning


Tianwei Xie, California State University, Long Beach, and Tao-chung Yao, University of Hawaii


Section 3 Challenges and Strategies for the American Classroom


Chapter 9 Teaching Chinese as a Heritage Language:Keys to Success


Yun Xiao, Bryant University


Chapter 10 Linking Curriculum, Assessment, and Professional Development: Challenges of a K-16 Articulated Program


Madeline K Spring, Arizona State University


Chapter 11 Understanding the Culture of American Schools, and Managing the Successful Chinese Language Classroom


Leslie Schrier, University of Iowa



"Your clear-eyed view of teaching the language; great examples of activities; and (above all) obvious love of teaching and the burden it places on us was motivating and moving."

— J.R. Sessions III, new instructor of Chinese on Chapter 3 Focusing on the Learner in the Chinese Language Classroom: Moving from "Talking the Talk" to "Walking the Walk"

I've read Teaching Chinese as a Foreign Language once and now I will read it a second time.  Excellent book!  I will recommend this to other teachers.  I am very happy to see more books like this on the market.

— Joanne Havemeyer, Convent of the Sacred Heart Prepatory School, Greenwich

For those just entering the TCFL profession, this book is a state of the art introduction to the field. For more experienced practitioners…it is a useful resource guide.…Each of the chapters includes thoughtful list of discussion questions, making it a convenient textbook for teachers and students engaged in TCFL training….

— Journal of the Chinese Language Teachers Association