Professor George Xinsheng Zhang
Director, Centre for Modern Languages
Dr George X Zhang is Professor of Chinese and Director of the Centre for Modern Languages, in the School of Liberal Arts of the university. He has over thirty years’ experience in language teaching in British and Chinese universities as well as commercial experience in management consultancy and training. He completed his undergraduate and postgraduate studies in China and obtained his PhD from the University of Nottingham in 1991. He was first appointed as a professor in language education by a Chinese university in 1994.
Before joining Richmond University, Professor Zhang was the Director of SOAS (School of Oriental and African Studies) Language Centre, University of London and the Director of London Confucius Institute (the first Confucius Institute in the UK). He has participated and managed quite a few projects on Chinese language learning and teaching, including EBCL (European Benchmarks for Chinese Language), the first EU funded non-European language CEFR benchmark project (2010-12), which he coordinated between 2010 and 2011. He was the Chair of British Chinese Language Teaching Society (BCLTS) between 2006 and 2008.
Professor Zhang is an Honorary Fellow of the Chartered Institute of Linguists, and an associate researcher of PLIDAM, INALCO (institut national des langues et civilisations orientales). He also serves as a vice president for the European Association of Chinese Teaching (EACT). As a language specialist, Professor Zhang sits on a number of national and regional language education boards or organisations, and he also lectures extensively all over Europe and other parts of the world.
Professor Zhang has researched and published on language policy, language learning and teaching, teacher training, intercultural communications and cross cultural business management. He is an author of a number of books, including several Chinese language textbooks, of which the Chinese in Steps series won the Outstanding International Chinese Teaching Material Award at the Fifth Confucius Conference in December 2010.
Osborne, C., Zhang, Q, and Zhang, G.X (2018). Which is more effective in introducing Chinese characters? An investigative study of four methods used to teach CFL beginners. The Language Learning Journal, Taylor & Francis online.
Bellassen, J and Zhang, G.X. (2016) Partial Competence and a Language with Partition: the case of Chinese in Louise Ouvrard (ed) Les Competences Partielles en Debat: quelles langues? Quelles cultures? Paris：Editions des archives contemporaines.
Zhao, X.J., Li, L.M., Zhang, GX. (2015) Teachers’ Manuals to Chinese in Step I and II. London: Cypress Books UK Ltd
Zhang, G.X, 2014. The Standards for Teachers of Chinese to Speakers of Other Languages and the Localisation of Teachers Education (《国际汉语教师标准》和汉语外语师资培训本土化), Chinese Language in the World (《国际汉语》), Guangzhou：Sun Yat-sen University Press, Vol 3, 47-51
Zhang, G.X, 2014. On Concepts and Models of Teacher Education for International Chinese – a third look at the relationship between internationalisation and localisation of teacher education for international Chinese (国际汉语教师培养的理念与模式- 国际汉语教师培养国际化和本土化关系探讨之三), International Chinese Education 《国际汉语教育》, Beijing: Foreign Language and Research Press. Vol 1, 6-15
Book Review 2014: A Chinese Grammar for English Speakers by Chungeng Zhu and Yan Gao, 2013, Peking University Press (book review), Chinese Language and Discourse. (1) 238-242
Zhang, G.X, 2014. Preparing for Asia in the new age of globalisation: University language centres in face of changes in higher education, Language Learning in Higher Education, De Druyter, Volume 4, Issue 2, 271–283
Zhang, G.X, 2013, The Localisation of the Training of School Teachers of Chinese in the UK, in Jiang, M. (ed). Chinese International Education: The Current State and Strategies of Teacher Training, Beijing: Beijing Language and Multimedia Press, Open University of China
Zhang, G.X. (2012) Language Policy of European Union and Universities’ Foreign Language Teaching [欧盟语言政策和大学外语教学], in Lijian Hong (ed.) International Chinese Teaching in HE in the Context of Globalisation (《全球语境下海外功效汉语教学》), Shanghai: Xuelin Publishing Press (3-20)
Zhang, X and Li, M. 2011. Confucius (including 104 animation episodes, 10 volumes of Cartoon Biography books and 4 volumes of Selected Stories). Shenzhen: Cherid TV and Media Ltd. (Translation)
Zhang, G.X, 2011. Common European Framework of Reference and Research on European Benchmarking of Chinese as a Foreign Language in International Chinese Education, No. 1:42-46
Zhang, G.X,. and Li, M.L. 2010. On the Development of Contemporary Chinese Teaching Materials in the UK, in Selected Essays from the First Tsinghua University Symposium on International Chinese Teaching, Beijing: Beijing Foreign Language Teaching and Research Press
Zhang, G.X, and Li, M.L. 2010. Chinese language teaching in the UK: present and future. Language Learning Journal. London: Routledge, Vol 38, No 1:87-97.
Zhang, G.X,. and Li, M.L. 2010. A Survey of University Chinese Language Teachers and Their Perception on Teaching Chinese, Selected Papers of the 9th International Conference on Chinese Language Learning and Teaching (a winner of Innovation Award). Beijing: the International Society for Teaching Chinese.
Extract from Research
Preparing for Asia in the new age of globalisation: University language centres in face of changes in higher education
George X. Zhang: Richmond University, The American International University in London, Richmond
British higher education is becoming more and more market-driven following the increase in tuition fees in 2012. As a result, universities need to respond more readily to the market, and student demand and the high employability of graduates are now a priority for most universities. With the growing importance of Asian economies in the new age of globalisation, there is an increasing interest in learning languages such as Chinese, especially among those who intend to seek Asia-related jobs upon the completion of their university studies. These diversified language needs represent both opportunities and challenges for university language centres, which are known for their responsiveness to changes in demand, innovativeness in their language teaching, and flexibility in their service provision. It is not uncommon that university language centres offer Asian language courses, but there is still a lot to be done if compared with their more established teaching practices in European languages. University language centres should consider working in a collaborative and coordinated manner, not only to assess, anticipate and prepare for changes in higher education, but also to manage and shape changes in language learning and teaching with a more diverse language profile.
Language Learning in Higher Education. Volume 4, Issue 2, Pages 271–283, ISSN (Online) 2191-6128, ISSN (Print) 2191-611X, DOI: 10.1515/cercles-2014-0015, October 2014. http://www.degruyter.com/view/j/cercles.2014.4.issue-2/cercles-2014-0015/cercles-2014-0015.xml