Abstract
This study explores Putonghua teachers’ perceptions of Putonghua teaching and examines the potential implications of these perceptions for teaching Chinese Language in Putonghua. Participants in the study include a total of 46 secondary school Putonghua teachers in two professional development courses in 2004. Data collected through Repertory Grids and focus groups indicate that the participants’ main concerns in Putonghua lessons were related to general classroom atmosphere rather than specific language learning objectives. The three themes identified, i.e., “Differences between teaching Putonghua and Chinese Language”, “The teaching of listening and speaking” and “Assessment”, suggest that the participants did not clearly distinguish the learning objectives of the Putonghua subject from those of Chinese Language. These perceptions may impact on the instructional design and the learning and teaching quality of both “language” and “literacy” in Chinese. School personnel should consider these teacher perceptions seriously before any decision to teach Chinese Language in Putonghua is made.
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