Education Leadership and Curriculum Design: Towards Quality Chinese Language Programmes in Australian Universities

Li, L and Gao, B 2018, 'Education Leadership and Curriculum Design: Towards Quality Chinese Language Programmes in Australian Universities', Electronic Journal of Foreign Language Teaching, vol. 15, no. Suppl.1, pp. 192-205.


Document type: Journal Article
Collection: Journal Articles

Title Education Leadership and Curriculum Design: Towards Quality Chinese Language Programmes in Australian Universities
Author(s) Li, L
Gao, B
Year 2018
Journal name Electronic Journal of Foreign Language Teaching
Volume number 15
Issue number Suppl.1
Start page 192
End page 205
Total pages 14
Publisher (Centre for Language Studies) National University of Singapore
Abstract Multilingual and multicultural knowledge and skills can facilitate advancing university degrees as modern-day education becomes increasingly globally oriented. Building high levels of language proficiency has become a strong force in shaping university curricula. This paper addresses how best to accommodate the needs of Chinese language learners in an Australian university from the perspective of education leadership with a multidisciplinary approach toward curriculum design through Chinese language and culture activities. The discussion starts with the traditional role of needs analysis, stretches to education leadership in relation to standards and professionalism, and finally weaves with the primary accounts of student and teacher experiences obtained through university course experience survey data. Student enrolment data are also cited to allow exploration into the increasingly multivariate needs of Chinese language learners. The nature of learners' needs in relation to their linguistic and cultural backgrounds and career pathway is examined. The aim of this paper is to explore the options for conceptualising and re-conceptualising a framework for analysing the needs of learners and curriculum intervention for acquiring language communication skills, academic learning skills, disciplinary programme skills and leadership skills. The context for multidisciplinary and multimode offerings of university language programmes is outlined. The implications of the changing nature of quality university language programmes are also showcased. Finally, the impact of policy-making decisions on university curricula is highlighted in relation to the postmodern role of education leadership.
Subject Chinese Languages
Keyword(s) Education leadership
Multidisciplinarity
University language curriculum
Needs analysis
Chinese language learning and teaching
Education policy
Copyright notice © Centre for Language Studies
ISSN 0219-9874
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