WELCOME to CRCLLE!

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.  Although Chinese is being taught in an ever-increasing range and number of contexts worldwide, and transnational migration and mobility has brought many generations of Chinese speakers to Canada and other parts of the world (and migration to Greater China as well), only a limited amount of research has been conducted on Chinese language and literacy education, especially in Canada. CRCLLE is 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, syncretic languaging, media representations, assessment, curriculum 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.