Danping Wang

The University of Auckland, School of Cultures, Languages and Linguistics, Faculty Member

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Dr Danping Wang is a Lecturer in Asian Studies at the University of Auckland, New Zealand. She received her BA in English and MA in Chinese Linguistics from Renmin University of China, and her doctorate at the Education University of Hong Kong. She has taught Chinese as a second and foreign language at different levels in schools and universities in Beijing and Hong Kong for over 10 years. In 2014, she was granted the Teaching Excellence Award for her innovative teaching in Hong Kong. She has been the recipient for the Sino-British Fellowship to visit the University of Cambridge (2014) and the University of Oxford (2017) in the UK. She has published extensively on research topics related to Chinese language teaching and learning, Chinese language teacher education, classroom language policy, bilingual academic literacy and so on. In 2016, her research project on Chinese as a Second Language Education for Ethnic Minority Students was fully funded by the Hong Kong Research Grants Council ($654,096HK).

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Papers by Danping Wang

Chinese as a Heritage Language in New Zealand: A Historical Overview

Teaching Chinese in the Anglophone World

Introduction to the Special Issue

This Covid-19 special issue is the first of its kind to present the most updated research from fr... more This Covid-19 special issue is the first of its kind to present the most updated research from front-line teacher-researchers in higher educations of different socio-cultural environments, capturing their lived experience and perpetually evolving reflections on Chinese language teaching and learning during the pandemic. The special issue is situated under the global Covid-19 pandemic context in 2020. At the beginning of the year, the outbreak of the coronavirus pandemic pushed many universities in the world to transform their classroom-based courses into online versions in an astonishingly short time. For many conventional Chinese language programmes, the pandemic crisis affected not only the course delivery mode but also teaching approaches and assessment methods. It also posed profound challenges to the current curricula based on traditional in-person educational philosophy. Needless to say, ...

Integrating translanguaging into assessment: students’ responses and perceptions

Applied Linguistics Review

This paper explores how beginners in a second language (L2) perform on and perceive an online wri... more This paper explores how beginners in a second language (L2) perform on and perceive an online writing test that is designed based on the notion of translanguaging. The test was administered during emergency remote teaching when many L2 courses navigated creative solutions to online testing. Situated in an ab initio Mandarin Chinese course in New Zealand, 163 students’ first-time digital compositions in Chinese and responses to an immediate follow-up survey on their translanguaging practices were analysed as part of evaluating a new assessment design. Students’ digital compositions demonstrated purposeful translanguaging in assessment conditions, judiciously negotiating their existing linguistic knowledge when completing the task. The writing assessment showed augmented task completion when learners’ trans-semiotic repertoires were recognised as a legitimate resource for identity expression. The survey found that most students supported the creative design that integrated digital mul...

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Integrating Indigenous epistemologies into mainstream foreign language teaching

Australian Review of Applied Linguistics

This study explores teacher perspectives on a government policy that seeks to integrate Indigenou... more This study explores teacher perspectives on a government policy that seeks to integrate Indigenous knowledge into mainstream foreign language education in New Zealand schools. Based on in-depth interviews, the study found that language teachers generally support this educational change because trans/languaging involving English and te reo Māori (the Māori language) has become an ordinary practice in their teaching and school lives. However, foreign language teachers expressed a need for discipline-specific materials and professional development to help them integrate mātauranga Māori (Indigenous knowledge of Māori) into their teaching. Their concerns can be understood as a lack of support in interpreting “what,” “how,” and “to what extent” the policy will be implemented. The study suggests using a decolonising approach to help teachers affirm the relevance of Indigenous knowledge in their discipline. It recommends that policymakers adopt a pluriversal stance to ensure that diverse k...

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Becoming a Non-native Chinese Language Teacher: An Identity Triangle Model Analysis

New Zealand Journal of Educational Studies

This study utilises the Identity Triangle Model (Dugas in Teach Dev 25(3):243–262, 2021, https://... more This study utilises the Identity Triangle Model (Dugas in Teach Dev 25(3):243–262, 2021, https://doi.org/10.1080/13664530.2021.1874500) to examine the experiences of one particular novice non-native Mandarin Chinese teacher at a university in New Zealand. A case study design was employed to track the identity negotiations of this European non-native Chinese speaker during 12 weeks of her first semester of teaching. Analysis of the data revealed nine subcategories within the psychological, behavioural, and relational domains according to the Identity Triangle Model. The findings suggest that this new non-native speaker teacher viewed her as an accidental teacher, exploring a teaching career without a strong instrumentalist aspiration or a clear career path in language teaching. Instead, she were more motivated by a desire for personal growth and the opportunity to reinvent themselves in a new cultural context. The results of this study offer theoretical implications for the adoption ...

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去與留之間: 在港內地優才眼中的香港 To go or not to go: Hong Kong in the eyes of Chinese elites from Mainland China

English in the Chinese as a foreign language classroom: the lingua franca that dares not speak its name

9. Bilingual Academic Literacies for Chinese Language Teachers

Academic Biliteracies, 2017

Appendix II: The teacher interview protocol 271

English in the Chinese Foreign Language Classroom

Part 2 The paradigm shift in foreign language teaching 75

English in the Chinese Foreign Language Classroom

English for foreign language education: pedagogical, academic and sociocultural dimension

Book review: English language education policy in Asia

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Curriculum development of Chinese language courses in vocational education in Hong Kong

汉语学习自主学习者特征初探 A narrative research on the characteristics of autonomous learners of Chinese as a foreign language

Overseas Chinese Education, 2016

本研究参考自主学习理论，调查了十位成年汉语学习者，描绘了他们在汉语作为第二语言学习中的自主学习能力，并且初步构建了汉语学习自主学习者的特征模型。本文以学习者的叙事为研究材料，分析结果发现研究对象... more 本研究参考自主学习理论，调查了十位成年汉语学习者，描绘了他们在汉语作为第二语言学习中的自主学习能力，并且初步构建了汉语学习自主学习者的特征模型。本文以学习者的叙事为研究材料，分析结果发现研究对象在八个方面体现出了较强的自主学习特征：控制学习对象、控制学习目标、控制学习策略、控制元语言知识、控制反思行为、控制学习内容、控制学习材料和控制学习环境。本研究希望促进汉语作为第二语言教学中对自主学习研究的深入理解和发展，并为教师培养汉语学习者自主学习能力提出若干建议。 Drawing on theories of learning autonomy, the study investigated ten adult learners of Chinese in Hong Kong in order to describe the characteristics of autonomous learners and develop a profile for successful learners of Chinese as a foreign language. Data were collected through semi-structured interviews, analysed and presented in this paper. Eight characteristics were identified from narrative data. Findings show that autonomous learners demonstrated strong control abilities over learning objects, learning targets, learning strategies, metalanguages, reflections, learning content, learning materials and learning environment. The paper ends with suggestions to promote research on learning autonomy and also to offer suggestions to teachers who hope to foster learning autonomy with their students

Curriculum development and students’ learning outcomes: a case study of Putonghua presentation skills

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An intercultural approach to Chinese language teaching

Introduction to special issue

Global Chinese, 2017

Language Ideology and Order in Rising China

Language Ideology and Order in Rising China, 2019

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Translanguaging in Chinese foreign language classrooms: students and teachers’ attitudes and practices

International Journal of Bilingual Education and Bilingualism, 2016

ABSTRACT This article deals with the reality and complexity of emergent translanguaging in foreig... more ABSTRACT This article deals with the reality and complexity of emergent translanguaging in foreign language classrooms. The influx of international learners of Chinese has resulted in linguistically diverse classrooms, posing huge challenges to the monolingual teaching approach that prevails in most Chinese language classrooms. This paper explores what students and teachers think and do about translanguaging practices in beginners’ classes in China’s universities. A questionnaire survey of 201 students showed that over half of the sample population was inclined to a multilingual form of instruction, where they could draw on their linguistic resources for meaning negotiation. Results from semi-structured interviews with teachers revealed ambivalent attitudes towards classroom language choice. While some teachers found it difficult to accommodate multilingualism, others embraced this idea and have developed a translanguaging pedagogy. Lastly, classroom observation demonstrated translanguaging as a co-constructed dialogic approach, initiated by both teachers and students to keep the class communicative within the Confucius learning culture. This paper ends by offering suggestions for foreign language teachers to renew their knowledge on language learning as well as develop transformative student–teacher relationships in order to facilitate more creative pedagogy in foreign language education.

Limiting professional trajectories: a dual narrative study in Chinese language education

Asian-Pacific Journal of Second and Foreign Language Education, 2016

Introduction: The globally expanding community of educators involved in the teaching of Chinese a... more Introduction: The globally expanding community of educators involved in the teaching of Chinese as a Foreign Language (CFL) is being pushed to adapt to diverse educational contexts, engendering tension and dislocation. There has been limited success in efforts to modernise practice in the teaching of Chinese, with subsequent urgent calls for both a fresh approach to innovation, and for a better understanding of the nature of teacher experience in the professional community. This article reports a project which employed self-study to investigate, through analysis of reflective narratives, two career trajectories associated with Chinese as a foreign language. Results: The analysis of the narratives uncover issues of identity and power, in the shaping of the participants's practice and professional trajectories. The analysis provides illustration of how limitation in professional participation can result in limitation of innovative practice. The investigation identifies the formation of new independent decentralised professional communities for CFL. Conclusions: The study offers recommendations to promote innovative practice which can support more effective teaching and learning.

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Chinese as a Heritage Language in New Zealand: A Historical Overview

Teaching Chinese in the Anglophone World

Introduction to the Special Issue