Power, Identity and Second Language Learning : Teaching and learning Chinese as a second language in China (Hardcover)

Introduction: Power, identity, and second language acquisition  Part One: Hegemonic discourses in the societal contexts  1. ‘Model minority’  2. ‘Non-Chinese-speakers’  Summary: Comparison and reflection  Part Two: Language as symbolic capital and language-in-education policies  3. A maintenance bilingual education  4. A separate or submersion language education system  Summary: Comparison and reflection  Part Three: Teaching L2 Chinese: Teacher identity and teaching beliefs  5. Teachers as linguistic torchbearers and cultural transmitters  6. Putonghua vs. ‘performative’ aspects of Korean culture  Summary: Comparison and reflection  Part Four: Imagined identity and investment in L2 Chinese  7. Being ‘bilingual Korean-Chinese’ to measure up to ‘model minority’  8. Being ‘competent multilinguals’ against ‘NCS’ stereotype  Summary: Comparison and reflection  Conclusion and implications for Chinese language education in the multicultural/multilingual context