Investigating the A-level Chinese examination in England: teachers’ perspectives

Abstract

This paper investigates England’s A-level Chinese examination from teachers’ perspectives. This examination is one of the subject-based qualifications typically taken by students at the age of 18 who plan to go to university. Despite the government’s promotion of Chinese teaching in different educational settings, there remains a lack of empirical research in this area, especially focusing on this examination. This paper, which is part of a larger project that explores the validity of A-level Chinese from various perspectives, reports findings from surveys and interviews with Chinese-language teachers in England, both native and non-native speakers. The primary aim is to understand teachers’ attitudes toward various aspects of the A-level Chinese examination, including difficulties in the listening and reading papers, textbook suitability, and continuity from GCSE studies. Potential obstacles to the promotion of A-level Chinese teaching and learning are also identified in this paper.

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Identifiers

ORCID for Jia Li: orcid.org/0009-0005-0655-7242

ORCID for Ying Zheng: orcid.org/0000-0003-2574-0358

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