Making Chinese Learnable: Strategies for the Retention of Language Learners

Abstract

The retention of learners of Chinese is a key problem in primary and secondary schools in countries where monolingual English-only literacy theories prevail. In the UK, the retention of Chinese language learners is fragile across all levels of schooling (Zhang & Li, 2010). Likewise, in Australia the vast majority of learners of Chinese (some 94 per cent) drop out before the end of secondary school (Asia Education Foundation, 2010; Orton, 2008; State of Victoria, 2012). Further, many teachers of Chinese have not had the education necessary to counteract the high dropout rate among learners (Lo Bianco & Liu, 2007). These problems are significant concerns for such countries’ linguistic engagement with China and Chinese people throughout the world. These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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