Key Factors in the successful implementation of Chinese language courses in upper secondary schools: a case study from the Czech Republic

ABSTRACT

This paper aims to provide a comprehensive narrative of the current status of Chinese language teaching at upper secondary schools in the Czech Republic. Processes involved in developing the Chinese language curriculum in upper secondary schools were mapped through a qualitative survey. Representatives of 20 schools were interviewed to identify factors associated with the successful implementation of Chinese language courses. The research focuses on answering two questions: (1) What factors determine the success or failure of a Chinese language programme at a secondary school? (2) What systemic support can be provided to facilitate Chinese teaching at upper secondary schools? In answer to the first question, factors such as the mindset of stakeholders, curricular classification, employment, and partnerships are discussed. As for systemic support, fostering a realistic attitude, institutional support and cooperative partnerships are suggested. These findings may serve as a source of inspiration for countries where the Chinese language in secondary education is still in the process of development, as is the case in the Czech Republic.

KEYWORDS:

• Secondary education
• Chinese language
• teaching foreign languages
• European education
• teaching Chinese
• Czech Republic

Acknowledgements

The authors would also like to express their gratitude to the anonymous reviewers who made a substantial contribution to the final draft of this paper.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This research was conducted under project no. TL02000557 ‘Chinese at grammar schools and high/secondary schools’ which is co-financed by state funds from the Technology Agency of the Czech Republic within the Programme ÉTA. www.tacr.cz.