Planning, Strategies Implementation and Evaluation Practices among CSL Teachers in China

Abstract – Teaching Chinese as a Second Language (TCSL) has witnessed a growing significance in the global educational landscape due to the increasing demand for proficiency in Mandarin. The study assessed the TCSL professional development programs by identifying strengths and areas for improvement in TCSL teachers’ planning, strategies implementation and evaluation practices. Using descriptive research design, 399 TCSL teachers in China answered an adopted modified questionnaire. Results reveal that on planning among TCSL teachers, their course objectives were clear, specific, and can be easily conveyed to the students. Additionally, on strategies implementation, TCSL teachers were able to regularly reflect on their teaching and were able to choose appropriate teaching strategies based on the language proficiency and learning needs of their students. Lastly, they were able to use various evaluation methods in order to adjust their teaching strategies and methods in a timely manner. Overall, the study indicates that better planning leads to better strategies implementation and evaluation. Similarly, better strategies implementation also leads to better evaluation.

Keywords – TCSL, planning, strategies implementation, evaluation

https://doi.org/10.70979/KMRI9156