Agenda

Ninghui Liang, Yale University

Assessment in the Post-pandemic Era: Challenges and Strategies

Grâce Poizat-Xie, University of Geneva

词法研究与国际中文教师知识结构

Ben Pin-Yun Wang, University of Victoria

Chan-Chia Hsu, National Taipei University of Business

Towards the Development of Corpus Literacy Skills in Chinese Second Language Teacher Education

Amily Guenier, Lancaster University

Navigating the New Normal: Multimodal Multicultural Teacher Training in the UK and Ireland 

Li Yang, University of Alberta

汉语教学的学习者：以个人成长之路为例浅谈汉语教师教育

Xin Qi, Confucius Institute at Seneca College

The Manifestations of Thinking Differences in International Chinese Language Teaching

Xianqiang Liu, Alberta Education

加拿大K-12阶段语言教育体系研究 ——以阿尔伯塔省为例

Liping Zhu, Ernest Manning High School

The Art of Recruiting and Retaining High School Students in Chinese Classes

Shuxue Zhang, Confucius Institute at Saint Mary’s University

散居海外背景下的二外（L2）中文教师教育与发展---以加拿大部分孔院汉语教师为例 

Yanfeng Qu, Kwantlen Polytechnic University

New Challenges and Expectations for Post-Pandemic CSL Teacher Training in Canada

Li Peng, McGill University

国际中文教师运用语言多元教学法的挑战

Qingqin Tan, University of Verona

Linking theory and practice - A review on and introduction to reflective practice in CSL/CFL learning and teaching

Hsiang-ning Sunnie Wang, University of British Columbia

Use of the teaching pedagogy of BOPPPS to Align Students’ Learning Needs and Theme-based Curriculum Design Through Identity-Focused Tasks

Gang Pan, York University

一种教授汉语声调的方法——首尾重读连音法

Xiaowen Xu, University of British Columbia

An Action Research to Identify Instructor’s Role in Students’ Group Writing Project

Min Sun, Université du Québec à Montréal

The City of Montreal as a living museum to experiment Chinese culture – A new field to investigate for Chinese language teachers 

Shuo Kang & Qing Li, University of Calgary

Teachers’ attitude and behaviour towards applying translation activities in CFL grammar instruction

丁安琪, 华东师范大学国际汉语文化学院

国际中文智慧教师的角色定位与能力特征分析

王添淼, 北京大学对外汉语教育学院

欧洲《教师语言教育能力指南》对国际中文教师专业发展的启示

翟艳、高娜, 北京语言大学

教育转型期汉语二语教师身份认同研究