This book investigates the complex landscape of Transnational Chinese Language Education (TCLE) within Australia, challenging the dominance of monolingual perspectives. The authors, Xiaoyan Ji and Yu Han, explore the practices and mindsets of Chinese teachers, revealing a tension between a prevalent Chinese-centric monolingual outlook and the multilingual realities of classroom teaching. They argue that teacher educators must equip future teachers with the awareness and strategies needed to navigate this dichotomy effectively, thereby enhancing their efficacy in teaching Chinese to speakers of other languages (TCSOL). The research is grounded in the Australian educational context, offering insights into the practical application of linguistic theories in a multicultural setting.

The book offers a critical examination of Chinese language education in Australia, focusing on the inherent tensions between teachers' mindsets and their pedagogical practices. It highlights the need for a more nuanced approach to teacher training that acknowledges and leverages multilingualism. The research is positioned to be of interest to academics in applied linguistics, language teachers, and scholars specializing in TCSOL, providing a framework for understanding and improving language education in transnational settings.