Useful Resources for Teachers

Below is a list of useful resources for teachers interested or currently engaged in Chinese/English bilingual education and Chinese CLIL programs. The selected readings have been arranged using the The Australian Professional Standards for Teachers.

Introduction to Bilingual Education:

• Garcia (2009) - Bilingual Education in the 21st Century - Ch 1 “Introducing Bilingual Education” (p.3-18)
• Garcia (2009) - Bilingual Education in the 21st Century - Ch 3 “Bilingualism and Translanguaging” (p.42-72)

Standard 1. Know students and how they learn in a bilingual environment

• How students learn Chinese as a Second Language
  • Orton & Scrimgeour (2019) - Teaching Chinese as a Second Language - The Way of the Learner

• How students learn develop bi-literacy (Literacy Progression)
  • ICN Chinese as an Additional Language v2.0

Standard 2. Know the content and how to teach CLIL and bilingual programs

• Know the content (what CLIL is)
  • Bower, Coyle, Cross & Chambers (2020) - Curriculum Integrated Language Teaching - CLIL in Practice - Ch 1 “CLIL in Multilingual and English-Background Contexts” (p.3-21) 
• How to teach it
  • Mehisto (2017) - CLIL Essentials for Secondary School Teachers
  • Baker (2018) - Bilingual Teaching Methods
  • Orton, Zhang & Cui (2017) - Foundations for Content Learning in Chinese: Beyond the European Base
  • FUSE Year 7 Chinese CLIL Science Units
  • FUSE Year 5 Chinese CLIL
  • CLIL Quality Roadmap

Standards 3-5 in the context of CLIL:

• Plan for and implement effective teaching and learning in CLIL and bilingual programs
• Create and maintain supportive and safe learning environments in CLIL and bilingual classrooms
• Assess, provide feedback and report on student learning in CLIL and bilingual programs
  • Coyle, Hood & Marsh (2010) - Content and Language Integrated Learning
  • ICN Webinar Recordings
  • Sample Classroom Language

More advanced readings:

• Padilla, Fan, Xu & Silva (2013) - A Mandarin/English Two-Way Immersion Program: Language Proficiency and Academic Achievement
• Tian (2022) - Challenging the 'Dual': designing translanguaging spaces in a Mandarin-English dual language bilingual education program
• Wei (2018) - Quality Chinese English-Bilingual Education: Defining Success
• Wong & Tian (2022) - Chinese-English dual language bilingual education in the United States 美国中英双语沉浸式教学
• Zheng (2023) - Motivating and demotivating factors for Chinese as a foreign language learners in a British CLIL program
• Zhou & Li (2021) - Chinese dual-language bilingual education teachers’ pedagogical and languaging practices in American immersion schools

Formal courses:

• Professional Certificate in Education (Content and Language Integrated Learning), Melbourne Graduate School of Education (MGSE), The University of Melbourne
• Dual Language Immersion Online Course, University of California San Diego Extended Studies