Abstract
This study investigates the attitudes, motivation, and cultural identity factors influencing the learning of Chinese as a newly introduced subject within Ireland's Leaving Certificate curriculum. The research examines how students and teachers navigate the challenges of integrating an Asian language into a traditionally European-dominated framework.
A mixed-methods approach was employed, with quantitative data collected from 106 students through structured questionnaires, capturing their motivations, attitudes, and perceived challenges. Descriptive statistics revealed trends in motivation and cultural identity. Additionally, qualitative data were gathered from in-depth interviews with 8 students and educators, focusing on their experiences with the curriculum. Thematic analysis identified key issues, including difficulties with cultural questions in exams and the lack of standardized preparation materials. Findings highlight three major challenges: (1) students struggle with exam questions that require cultural knowledge, posing a barrier for those without a strong background in Chinese culture; (2) the absence of standardized textbooks for exam preparation exacerbates learning difficulties; (3) bridging the gap between secondary-level Chinese and university study is difficult due to misalignment between localized teaching and international or Chinese educational standards. Despite these challenges, interest in Chinese is growing, especially among students from non-Chinese backgrounds, signaling potential for wider promotion of Chinese in Ireland.
The study recommends developing culturally sensitive teaching resources, improving exam materials, and aligning educational standards to support student progression from secondary to higher education. These findings provide valuable insights for educators, curriculum developers, and policymakers to foster inclusive and effective Chinese language education in Ireland.
Author Information
Borui Zheng, University College Cork, Ireland
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