A Study On The Development Of Teaching Chinese As Second Language In Malaysian Universities

This is the first time a scientific study was conducted separately on "The Teaching Chinese as a Second Language" instead of "Chinese Education" in Malaysia, and "A Study on the Development of Teaching Chinese as a Second Language in Malaysian Universities" was the focus of current research. Through the application of Global Perspective Comparative Methods, Macro-comprehensive Analysis, Grounded Theory as research design with five research techniques included literature reviews, expert interviews, observation, survey and statistical analysis, to thoroughly examine the four oldest and most influential universities in Malaysia regarding their status in teaching Chinese as a second language. This research conducted an in depth study pertaining the development and affecting factors for "The Teaching Chinese as a Second Language in Malaysian Universities".Literature reviews revealed that there were studies on error analysis, acquisition problems and classroom teaching regarding teaching Chinese as a second language in Malaysian universities. However, research findings based on global Chinese language dissemination perspective and macro-comprehensive analysis is not yet to be seen. This research is to investigate the development of teaching Chinese as a second language from national point of view. This is also the first attempt in academic studies. Thus, this study has significant meaning on theory development for the teaching Chinese as a second language in Malaysian universities and also local Chinese language dissemination, and worth to be referred by other countries as well. Firstly, this research clarified the similarities and differences of the basic concept regarding "The Teaching Chinese as a Second Language" and "Chinese Education" in Malaysia. Studies also being carried out based on timeline on the Chinese teaching in Malaysia. This study also focused on the analysis of current situation of teaching Chinese as second language in Malaysian universities mainly on eight aspects consisted of training objectives, curriculum, teaching objectives, teaching target, teaching materials, teachers, models of instruction, and evaluation. Besides, this study also investigated and referred the experiences of rapid spreading of Chinese teaching in higher education in Thailand, Korea and United States. The findings revealed that teaching Chinese as a second language in Malaysian universities has long been neglected, as if in a gray area. Teaching Chinese as a second language in Malaysian universities face the diverse ethnic and multi-language phenomenon Thus, to achieve balance development is not an easy task. Furthermore, the impacts of racial politics, economics, culture, and education have caused the development of teaching Chinese as a second language full of uncertainties and challenges.Based on the above findings, this research analyzed the factors affecting the development of teaching Chinese as a second language in Malaysia. After thoroughly studied the teaching Chinese as a second language in Malaysia universities, an Ethno-language Dilemma theory was extracted as the main obstacle to the development of teaching Chinese as a second language in Malaysian universities. This study also pointed out, in order to develop teaching Chinese as a second language in Malaysian universities, the existing of ethno-language dilemma must be seriously taken into consideration. The elimination of ethno-language dilemma is the only way for teaching Chinese as a second language in Malaysian universities, even local Chinese teaching as a second language to move towards an expansive development future, and write a glorious moment in the history of Chinese language teaching in Malaysia.In this regard, based on special circumstances in the context of Malaysia, researcher proposed a Three-in-One Chinese Spreading Model as countermeasures. Three-in-One Chinese Spreading Model is mainly formed by the Malaysian government policy, the local Chinese community and Chinese international spreading institutions in mainland China. First Party: The Malaysian Government, the party with the most control over, playing the role of the helm. Second Party:Malaysian Chinese community, the party with the most local Chinese teaching resources, playing the role of director. Third Party:China International Chinese Spreading Institutions, the most authoritative party in Chinese teaching, playing a supporting role. Researcher proposed that in order to integrate the Malaysian Chinese language teaching resources, the key lies in both the government and the Chinese community who should step forward for the national interest, ethnic harmony as the main direction; at the same time, deepen cooperation in the field of Chinese language teaching between China and Malaysia, as to form an international Chinese language spreading three-party united front, and to create a win-win situation.Based on the above theory, this article has put forward a new vision of development in constructing the teaching Chinese as a second language in Malaysian Universities. Researcher has suggested that teaching Chinese as a second language development in higher institutions must be based on the premise of ethnic harmony, national interest as fundamental, and should be "based on the local, but with global perspective". Thus, Malaysian universities should upgrade the teaching of Chinese as a second language, and further construct and operate the discipline called Teaching Chinese as a Second Language (TCSL). TCSL Chinese professional disciplines should responsible to train local Chinese professional teachers. In addition, researcher believe that the relevant departments of the universities in Malaysia Chinese as second language teaching is imperative to clarify the training objectives, optimizing the curriculum, enhancing teachers strengths, develop curricula, write localized textbooks and establish assessment system. Start from beginning, focusing the future; promote the teaching Chinese as a second language in higher institutions into a long-term sustainable development.