Discipline-specific Chinese language teaching in higher education : a case study in Hong Kong

Abstract

The study of Chinese language teaching for specific purposes provides an important criterion for measuring the continuity and sustainability of language education. As Hong Kong and mainland China get closer economically and politically, there is a need to actively promote discipline-specific Chinese (DSC) to meet the diverse needs of local Chinese students. The present case study discusses the definition of DSC, the theoretical framework, core principles, needs analysis, textbook compilation and teacher training, and illustrates some guiding principles of DSC teaching that cater for the specific needs for the Chinese language in different workplace contexts in Hong Kong. In the design of DSC curricula, the subject knowledge and genre-specific language use of each professional community are combined to develop language-focused activities and assessments. Close collaborations between the different academic departments and the Chinese language teachers are crucial for ensuring that the subjects reflect the genuine Chinese language needs and use.