Watch now: To find out more about this curriculum area, watch ‘Understanding the Victorian Curriculum F–10 Version 2.0, Chinese’ on the Resources page.

Rationale and Aims

Rationale

Communication is a human imperative. Communication in Chinese involves interaction to convey meaning as well as imagination, creativity and a broad understanding of ourselves and others. Language learning provides the opportunity for students to engage with the linguistic and cultural diversity of the world and its peoples, and to reflect on their experience in various aspects of social life, including their own participation and ways of being in the world.

Learning Chinese broadens students’ horizons in relation to the personal, social, cultural and employment opportunities that an increasingly interconnected and interdependent world can offer. The interdependence of countries and communities means people in all spheres of life are required to negotiate experiences and meanings across languages and cultures. A capability solely in English, despite its status as a world language, can limit global opportunities. A bilingual or plurilingual capability is the norm in many parts of the world.

Learning Chinese develops learners’:

• communication skills
• literacy skills in their first and additional languages
• intercultural capabilities
• understanding of, and respect for, diversity and difference, and openness to different experiences and perspectives
• understanding and appreciation of how culture shapes worldviews, and extends their understanding of themselves, and their own heritage, values, culture and identity
• critical and creative thinking.

Chinese has been taught in Victorian schools since the late 1950s and at tertiary level since the 1960s. Chinese language learning experienced rapid growth in the 1980s as China undertook a policy of open-door and economic reform. Modern Standard Chinese, or Putonghua (literally ‘the common tongue’), is the official language of China. It is also referred to as Hanyu, the language of the Han people, or Zhongwen. In Taiwan it is more usually called Guoyu or Huayu. The term Huayu is also used in Singapore.

The Chinese language is spoken by about a quarter of the world’s population. It is the major language of communication in China, Hong Kong, Taiwan and Singapore, and is widely used by Chinese-speaking communities throughout the Asia-Pacific region, including Australia. Chinese is an important language for young Australians to learn as Australia continues trade and engagement in the region.

Communities of Chinese speakers are characterised by linguistic, cultural and geographic diversity, and can be found in almost every country of the world. Many of these communities have long-established cultural traditions that are particularly strong on the Pacific coast of Canada and the USA, South-East Asia, Australia and some European countries. The history of the Chinese-speaking community in Victoria extends back to the mid-1800s, and patterns of migration in recent decades have seen rapid growth in Australia’s Chinese population.

Learning Chinese provides opportunities for students to engage socially, culturally and economically in many domains, such as business, trade, science, law, education, tourism, diplomacy, international relations, health and communications. Current links between Australia and China are characterised by bilateral relationships in trade, investment, and research and development in science and technology, as well as educational and cultural exchanges. The movement of people and ideas adds to the richness and complexity of this relationship.

Aims

The 4 interrelated aims of the Chinese curriculum are to develop knowledge, understanding and skills to ensure students:

• communicate in Chinese
• understand the relationship between language and culture
• develop intercultural capabilities
• understand themselves as communicators.