The preperation of Chinese language teachers in the global context: a vertical case study of an Australian approach

The growing political and economic influence of China has drawn increasing attention from overseas governments on the importance of promoting Chinese language learning and teaching (CLLT) in their countries. In a context of English increasingly being used as a proxy-international language, governments of English speaking countries have seen the promotion of languages other than English (LOTE) in terms of strategies to gain a competitive edge in the global context. In the case of Chinese language in Australia, a shortage of qualified Chinese teachers has been a major hindrance to the development of Chinese language programs in local schools. In the analysis of this phenomenon in Australia, a vertical case study approach is used to identify, examine and explain the common and unique practice of Chinese language teacher education (CLTE) Programs in Australia’s teacher education institutions. The approach sets out political, economic and sociocultural aspects at the international, national and local levels, describing how these interrelated influences historically have conditioned the development of CLLT and CLTE Programs in Australia. This process is traced through the impact of international Chinese education, associated international tendencies of learning LOTE, and domestic political imperatives of promoting multiculturalism in Australia and engaging with the regional economic powers, with direct implications for CLLT and CLTE Programs. The approach used provides a viable, historical account of the Chinese teacher preparation in Australia. Major constraints and enabling factors are identified, in relation to the broad, multi-level influences. The analysis of the Australian case in this way provides a better understanding of the preparation of Chinese language teachers in the global context.