scholarly journals Organization Structure, Operation Mode and Management Mechanism in Confucius Institute of Barcelona

2016 ◽  
Vol 2 (1) ◽  
pp. 11
Author(s):  
Gao Bo ◽  
Chang An ◽  
Chang Shiru
Keyword(s):  
Chinese Language ◽  
Operation Mode ◽  
Organization Structure ◽  
Cultural Activity ◽  
Management Mechanism ◽  
Organizational System ◽  
Confucius Institute ◽  
Spanish Speaking ◽  
Chinese Language Teaching ◽  
Confucius Institutes

<p align="LEFT">Focusing on the organizational system,</p><p align="LEFT">operation mode and mechanism of Confucius</p><p align="LEFT">Institute of Barcelona, this paper explores the</p><p align="LEFT">successful experience, current problems and</p><p align="LEFT">solutions of Confucius Institute of Barcelona.</p><p align="LEFT">This study involves the issues of administration,</p><p>Chinese language teaching, cultural activity,</p><p align="LEFT">relations and integration with the local</p><p align="LEFT">government, aiming at summarizing the</p><p align="LEFT">successful experience of Confucius Institute of</p><p align="LEFT">Barcelona in order to provide reference for the</p><p align="LEFT">construction of Confucius Institutes, especially</p><p align="LEFT">the ones in Spanish-speaking countries and</p><p align="LEFT">further spreading the Chinese language and</p><p>culture globally.</p>

scholarly journals Image of Confucius Institute in Italian Media Discourse

2016 ◽  
Vol 2 (1) ◽  
pp. 25
Author(s):  
Marco Volpe ◽  
Li Qiuyang
Keyword(s):  
Chinese Culture ◽  
Considerable Increase ◽  
Chinese Language ◽  
Media Discourse ◽  
Confucius Institute ◽  
International Dimension ◽  
Political Propaganda ◽  
Chinese Studies ◽  
The Press ◽  
Confucius Institutes

<p align="LEFT">Along with a considerable increase of the</p><p align="LEFT">people involved in studying Chinese culture and</p><p align="LEFT">Chinese language, Confucius Institute, initially</p><p align="LEFT">founded in 2004 in Seoul, South Korea,</p><p align="LEFT">provoked different reactions regarding to the</p><p align="LEFT">management and the activity held. Especially</p><p align="LEFT">on American press, the debate focused on what</p><p align="LEFT">the real aim of the project consists in, has been</p><p align="LEFT">retained responsible for political propaganda</p><p align="LEFT">and a threat for the academic freedom. Soon</p><p align="LEFT">the debate involved reporters, journalists,</p><p align="LEFT">Chinese Studies experts, sinologists and</p><p align="LEFT">Confucius Institutes directors from every part of</p><p>the world, leading the debate to an</p><p align="LEFT">international dimension. 32 articles published</p><p align="LEFT">since 2010 on the Italian national newspapers,</p><p align="LEFT">periodicals, specialized website and online</p><p align="LEFT">channels, have been collected and examined in</p><p align="LEFT">order to propose a critical analysis on how the</p><p align="LEFT">image of Confucius Institute is perceived in Italy</p><p align="LEFT">through examining the discourse of the Italian</p><p>press and the voices of the experts in the press.</p>

scholarly journals Learning Chinese in Vietnam: The Role of the Confucius Institute

2021 ◽  
Vol 5 (4) ◽  
pp. 71-86
Author(s):  
Natalia V. Selezneva
Keyword(s):  
Soft Power ◽  
Teaching And Learning ◽  
Large Scale ◽  
Chinese Culture ◽  
Chinese Language ◽  
Chinese Foreign Policy ◽  
Confucius Institute ◽  
Confucius Institutes ◽  
Cultural Connections

Southeast Asian countries have always been one of the priority regions of the Chinese foreign policy due both to the geographic proximity and to the long historical and cultural connections and new forms of economic and trade cooperation which have been formed on that basis. Vietnam supports close interaction with its northern neighbour not only in the Party matters, but also in the trade and economic, agricultural, tourism, educational, medical, and other spheres. Naturally, this suggests intense learning of the Chinese language on a large scale. China, in its turn, is interested in maintenance and increase of its positive image among the countries of Southeast Asia. That is why China applies various methods and tools of nonforce pressure, which are known as cultural soft power. One of these tools is the Confucius Institute (Classes). China considered it the site of promotion of the Chinese language and Chinese culture abroad. From the outside, Vietnam and China appear to move toward each other in the matter of teaching and learning Chinese, but the reality shows that the Vietnamese side is not hastening to join the Chinese initiative, striving to control the situation, and does not let the Chinese side expand the Confucius Institutes network in Vietnam. Also, the analysis of the situation has shown the insignificant role of the Confucius Institutes in teaching the Chinese language.

Who Speaks for China?

2017 ◽  
Vol 13 (2) ◽  
pp. 181-205 ◽  
Author(s):  
Monica DeHart
Keyword(s):  
Costa Rica ◽  
Language Acquisition ◽  
Chinese Language ◽  
Perceived Value ◽  
Private Ownership ◽  
Confucius Institute ◽  
Instructional Style ◽  
Ownership Choice ◽  
Public Versus Private ◽  
Ethnographic Analysis

AbstractDrawing on ethnographic analysis of a Confucius Institute and two private schools, this article analyzes how diverse Chinese language institutes in Costa Rica have sought to capitalize on a growing local interest in learning Mandarin Chinese. It argues that a shifting global geopolitics has increased the perceived value of Chinese language acquisition and, thus, the stakes for language institutes seeking to assert their cultural authority as legitimate purveyors of Chinese and Chineseness. Through analysis of these schools’ projected identities and pedagogical styles, I show how they distinguish themselves from one another on the basis of public versus private ownership, choice-based versus authoritarian instructional style, and Taiwanese versus Mainland or diasporic roots. Building on the concept of the “Sinophone,” I highlight both the diversity of the forms and locations of Chineseness these initiatives represent and their implications for who can legitimately speak for China in Costa Rica.

scholarly journals Inclusione e Università: il progetto "dislessia e lingua cinese"

2019 ◽  
pp. 120-134
Author(s):  
Catia Giaconi ◽  
Simone Aparecida Capellini ◽  
Giorgio Trentin ◽  
Maria Beatriz Rodrigues ◽  
Federica Angelelli ◽  
...  
Keyword(s):  
Language Teaching ◽  
Chinese Language ◽  
Educational Opportunities ◽  
Chinese Language Teaching ◽  
Training Path

The aim of the contribution is to highlight university inclusion paths that offer educational opportunities and university life.Specifically, the next article outlines a training path for a group of students with and without dyslexia, dealing with learning the Chinese language.The project made it possible to experiment innovative paths of Chinese language teaching and to detect the major errors of Italian students with dyslexia and those without dyslexia in learning the Chinese language.

Product Evaluation on the Chinese Language Program for International Students in a Chinese University

2021 ◽  
Vol 12 (3) ◽  
pp. 2400-2408
Author(s):  
Xianjun Tan Et.al
Keyword(s):  
International Students ◽  
Teaching And Learning ◽  
International Student ◽  
Standardized Test ◽  
Language Teaching ◽  
Chinese Language ◽  
Product Evaluation ◽  
Language Program ◽  
Chinese University ◽  
Chinese Language Teaching

HanyuShuipingKaoshi (HSK) is an international standardized test, which means Chinese Proficiency Test in English. A minimum of HSK level 4 is needed for an international student to apply for an academic programme taught in Chinese language in the universities of China. Guided by product evaluation of Context, Input, Process, Product (CIPP) model, the test scores of HSK level 4 of the international students in a Chinese university are analyzed using effect size. Feedbacks from the international students who failed in the test of HSK level 4 are collected based on a questionnaire formulated by the researchers. The strengths, weaknesses, causes of failure and improving direction of the one academic year’s Chinese language program in this Chinese university are identified through the evaluation. The research aims to provide references for the improvement of Chinese language teaching in this Chinese university and universities with the same context. The research enriches the literature concerning the evaluation on Chinese language teaching and learning for international students in China.

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