CRCLLE

NOTE:  After 10+ productive years, CRCLLE is no longer actively functioning as a research centre in the Faculty of Education. Instead, we are part of a network of colleagues at UBC (Education, Asian Studies) and elsewhere (Australia, New Zealand, UK, US…) interested in research on many facets of Chinese language education and socialization across the lifespan. We continue to publish and present our work through various forums and are conducting research on Chinese K-12 bilingual or trilingual development and socialization in Canada (SSHRC, G. Li, S. Shen; L. Gunderson); Cantonese language learning in Canada (SSHRC, R. Pai et al.); Chinese learning through pop culture (Duff & Pai); virtual communities for Chinese language learning (SSHRC, Doherty); changing media representations of Chinese language education (SSHRC, Duff et al.), and advances and innovations in Mandarin postsecondary language curriculum and instruction (Asian Studies colleagues: W. Qian et al.). This site exists for archival reasons primarily. We are also interested more broadly in issues of multilingualism in society involving English, Chinese (Mandarin, Cantonese), and other languages. 

The Centre for Research in Chinese Language and Literacy Education (CRCLLE), housed within the Department of Language and Literacy Education at the University of British Columbia, was established in 2008, initially with 3 yrs of generous support from Hanban in China, and with considerable enthusiasm on the part of Canadian language educators, teacher educators, applied linguists, graduate students, researchers, Chinese language learners, and the general public.  CRCLLE was created as a networking hub for world-class scholars engaged in research activities that contribute to deeper and more nuanced understandings of Chinese (and multilingual) language teaching, learning, and socialization; media representations of Chinese in the news; curriculum, instruction, and materials development (K-16-adult), teacher education, and innovations in digital technologies for Chinese language and literacy education.

Congratulations to UBC PhD student, Raymond Pai, and his colleagues in Asian Studies (and History, Education, etc.) for organizing an exciting and very successful series of events related to “Cantonese Worlds”: language, literacies, education, literatures, and performing arts! (June 2018)

Duff, P., & Doherty, L. (2019). Learning “Chinese” as heritage language: Challenges, issues, and ways forward. In C-R. Huang, Z. Jing- Schmidt, & B. Meisterernst (Eds.), Routledge handbook of Chinese applied linguistics. New York: Routledge.

Fang, S., & Duff, P. (2018). Constructing identities and negotiating ideologies with Chinese popular culture in adult Mandarin learning. Global Chinese, 4(1), 37-61.

Duff, P., & Doherty, L. (2018). Chinese second language socialization. In C. Ke (Ed.), The Routledge handbook of Chinese second language acquisition (pp. 82-99). New York: Routledge.

Li, D., & Duff, P. (2018). Learning Chinese as a heritage language in postsecondary contexts. In C. Ke (Ed.), The Routledge handbook of Chinese second language acquisition (pp. 318-335). New York: Routledge.

Duff, P. (2017). Commentary: Motivation for learning languages other than English in an English-dominant world.  Modern Language Journal. 103(3), 597-607.

Duff, P., Liu, Y., & Li, D. (2017). Chinese heritage language learning: Negotiating identities, ideologies, and institutionalization. In O. Kagan, M. Carreira, & C. Chik (Eds.), Routledge handbook on heritage language education (pp. 409-422). New York: Routledge.

Duff, P., & Becker-Zayas, A. (2017). Demographics and heritage languages in Canada: Policies, patterns, and prospects. In O. Kagan, M. Carreira, & C. Chik (Eds.), Routledge handbook on heritage language education (pp. 57-67). New York, NY: Routledge.