A Transdisciplinary Approach to Chinese and Japanese Language Teaching: Collaborative Pedagogy Across Languages, Disciplines, Communities, and Borders - Paperback

by Nobuko Chikamatsu (Editor), Li Jin (Editor)

A Transdisciplinary Approach to Chinese and Japanese Language Teaching illustrates how the transdisciplinary approach to second language acquisition (SLA) centers around collaboration to provide a learning-conducive environment with rich semiotic resources for second/foreign language learners.

The volume consists of 14 chapters from leading experts in SLA and Chinese and Japanese language educators from Canada, China, Japan, the United Kingdom, and the United States of America. As a first work of its kind, the contributions feature both theoretical interpretations of transdisciplinary concepts that can apply to Chinese/Japanese as a second language learning and case studies showcasing how college-level Chinese and Japanese language educators design and implement pedagogical projects in collaboration with partners across languages, disciplines, communities, and borders by adopting a transdisciplinary perspective to analyze students' learning outcomes.

This book will benefit researchers, administrators, educators, and teacher educators in higher education with an interest in world language education and interdisciplinary and project-based teaching.

Author Biography

Nobuko Chikamatsu is Associate Professor in the Department of Modern Languages and Co-director of the Japanese Language and Studies Program at DePaul University, USA. She teaches Japanese language, linguistics, and translation. Her research interests include second language acquisition, Japanese pedagogy, translation, and Japanese-American history and literature.

Li Jin is Associate Professor in the Department of Modern Languages and Director of the Chinese Studies Program and Global Asian Studies Program at DePaul University, USA. Her research interests include sociocultural theory and ecology of SLA, computer-assisted language teaching and learning, faculty perceptions of online language teaching, and Chinese pragmatic learning.