CLTA Newsletter September 2022

13.1% between 2013 and 2016, from 61,084 to 53,069 students – and why. At the
least, depending on the student demographics of where one teaches at any institutional
level – primary, secondary or tertiary – one might want to consider how the nonnative
speaker’s perspective might be better incorporated into a Chinese language program
curriculum.
In sum, the native speaker of Chinese knows and understands elements of
what it means to be proficient in the language and culture that I do not yet, and
most likely never will, comprehend. But as a nonnative speaker, I have an
experiential basis for knowing what it takes to learn how to perform competently in
Chinese in both linguistic and cultural terms. Both the native and nonnative speaker
are, in unique ways, “privileged.” We need to consider how our privileges may be
leveraged for the more effective learning of all our students.
~ 读 者 留 ⾔ 区 ~
~ 感 谢 您 的 分 享 ~
To share your thoughts in the next Newsletter issue,
please go to this link or scan the QR code.
CLTA Newsletter, Volume 46, No. 3