The Educational Review, USA

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Article http://dx.doi.org/10.26855/er.2022.12.008

Chinese Language Education in Victorian Government Primary and Secondary Schools Post-Pandemic

Yong Chen1,*, Xiaoxia Wang2

Teacher Centre, Qu Jing Normal University, Yunnan, China.

*Corresponding author: Yong Chen

Published: January 5,2023

Abstract

As one of the world’s oldest languages, Chinese has had different teaching and learning modes governed by technological or economic factors of different eras. The COVID-19 pandemic brought profound changes to society. While the worst impact may be over, its effects have already reshaped methods of Chinese teaching and learning at Australian primary and secondary schools. Victoria is one of well-developed offerings of Chinese language education in Australia. During the pandemic, nearly all the area’s local schools applied a blended learning mode to language teaching. As we enter the post-pandemic era, Chinese language learners and educators in Victoria’s schools face many challenges. To embrace and address these challenges, the following questions are worth exploring: Why did the COVID-19 pandemic adversely affect Chinese teaching in local schools and alter the future of Chinese language education in Victoria? How did Chinese language learners in Victoria’s primary and secondary schools perceive their experiences from blended learning? This paper will focus on Chinese language education in Victorian primary and secondary schools in the post-pandemic period with the intent of deepening the understanding of the above issues.

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How to cite this paper

Chinese Language Education in Victorian Government Primary and Secondary Schools Post-Pandemic

How to cite this paper: Yong Chen, Xiaoxia Wang. (2022). Chinese Language Education in Victorian Government Primary and Secondary Schools Post-Pandemic. The Educational Review, USA6(12), 844-847.

DOI: http://dx.doi.org/10.26855/er.2022.12.008