Asian Association for Language Assessment

As Mandarin Chinese continues to play an important role in education, particularly amid growing interest in multilingualism and global engagement, understanding the interplay between teaching, learning, and assessment of this Asian language in a non-Asian context remains essential. This presentation draws on a series of empirical studies, offering insights into key aspects of Mandarin Chinese education, including learner motivation, teacher development, and exam evaluation.

I will present findings from studies conducted in recent years by the Southampton team, exploring factors that shape learner motivation across educational stages, from primary school to university, and Mandarin teachers’ professional development, including the experiences of language teachers across borders and the ways transnational trajectories influence classroom practice. I will also present research findings on the alignment of A-Level Mandarin exams with the CEFR and the challenges teachers encounter in translating exam requirements into classroom practice.

To conclude, I will propose a reflective synergy approach that encourages teachers to engage as researchers, bridging the gap between research and practice to enhance Mandarin teaching and assessment. The presentation will highlight the wider relevance of this work for strengthening Mandarin Chinese as a foreign language education globally, where learner profiles, exposure patterns, and institutional expectations differ, supporting more equitable, context-sensitive, and sustainable approaches to teaching and assessment.