The Routledge Handbook of Chinese Language Teaching defines Chinese language teaching in a pedagogical, historical, and contemporary context. Throughout the volume, teaching methods are discussed, including the traditional China-based approach, and Western methods such as communicative teaching and the immersion program. The Handbook also presents a pedagogical model covering pronunciation, tones, characters, vocabulary, grammar, and the teaching of listening, speaking, reading, and writing. The remaining chapters explore topics of language assessment, technology enhanced instruction, teaching materials and resources, Chinese for specific purposes, classroom implementation, social contexts of language teaching and language teaching policies, and pragmatics and culture. Ideal for scholars and researchers of Chinese language teaching, the Handbook will benefit educators and teacher training programs. This is the first comprehensive volume exploring the growing area of Chinese language pedagogy.

This book, the first in its field in a Western language, examines China’s native phonological tool with regard to reconstruction, theory, and linguistic philosophy. After an introductory essay on the nature of the tables and the history of their interpretation, the book concentrates on three areas: application of rime table theory to reconstruction, the history of rime table theory, and the application of the tables to descriptive linguistics. An appendix details a number of 20th century systems for transcribing their phonology into Roman letters. Major topics include Altaic contact-influence on Chinese, early native understanding of the tables’ meaning, the phonological work of Yuen Ren Chao, and Stammbaumtheorie/diasystemic thinking about Chinese. New reconstructions of Han and “Common Dialectal” phonology appear here, as do complete texts and translations of the Shouwen fragments and Yunjing preface.

This Key Concepts pivot examines the fundamental Chinese ideas of ‘Civilization’ and ‘culture’, considering their extensive influence both over Chinese society and East Asian societies. The pivot analyses the traditional connotations of those two concepts and their evolution in the Sino-Western exchanges as well as their renewed interpretation and application by contemporary Chinese scholars. It analyses how the years 1840-1900 which mark a period of major transition in China challenged these concepts, and highlights how the pursuit of innovation and international perspective gave birth to new values ​​and paradigm shifts, and culminated in the May Fourth New Culture Movement. Considering the underlying humanistic ideas in the key concepts of traditional Chinese civilisation and culture, this pivot contributes to this series of Chinese Key Concept by offering a unique analysis of the conceptual evolutions brought about by the change of values in 21st century China.