HICCS 2025

This panel explores transnational educational and talent mobility, addressing trends in Chinese brain drain and gain, challenges faced by international students in China, Chinese community activism for immigrant children's education, and sustainable collaboration in online international language learning, with a focus on Chinese in Japan.

Shibao Guo
University of Calgary, Professor

Title:
Brain Drain, Brain Gain and Brain Circulation: Emerging Trends and Patterns of Chinese Transnational Talent Mobility in a Global World

Abstract:
This paper examines the changing nature of education in the age of transnational mobility between China and the globalized world. It maps the emerging trends and patterns of transnational talent mobilities as part of the overall world trend of increasing transnational migration and international student mobility. A rising China with its economic boom created the economic conditions for the mobility of Chinese people particularly to OECD countries. Guided by a transnationalism framework, we explore how education has to be rethought in the context of transnational mobility as a multidirectional process where diverse identities, forms of attachment and belonging inscribe the experiences of people as they move across geographical, cultural, national, and linguistic boundaries.
(Refer to the speaker's profile page for full abstract)

Baocun Liu
Institute of International and Comparative Education, Beijing Normal University, Professor

Title:
International Students at Chinese Universities: Challenges, Policies and Praxis Responses at Age of Uncertainty

Abstract:
At the age of internationalization, mobility of students becomes a worldwide phenomenon of higher education. In order to implement the National Medium and Long Term Education Reform and Development Plan (2010-2020) and promote the sustainable and healthy development of studying in China, the Chinese Ministry of Education issued the “Study in China Plan” in September 2010, which clearly stated the development goal to build China into a major destination for studying abroad. In 2019, there were over 490,000 international students studying in China, making it the third largest study abroad destination in the world after the United States and the United Kingdom. In 2023, China proposed to build itself into one of the most important world education centers with strong global influence, and to become a major destination for studying abroad in the world. However, in recent years, China’s international student education is facing great challenges. In the era of uncertainty, what are the main tensions between China’s international student education strategy and the external environment? What are the challenges facing international student education in China? What policies has the Chinese government already adopted and what policies will it adopt soon? What are the attitudes and response measures of Chinese higher education institutions?
(Refer to the speaker's profile page for full abstract)

Yan Guo
University of Calgary, Professor

Title:
Chinese Community Activism for Equitable Educational Policy for Immigrant Children

Abstract:
Purpose: Existing language policy research puts little emphasis on parental agency, particularly immigrant parents. This study explores how immigrant parents advocated for more equitable policies and practices for English Learners (ELs) in Alberta, Canada.
Theoretical Framework: Informed by critical language policy theory, this study examined how and to what extent language policy responds to social pressures while also serving as “an officially mandated set of rules for language use and form within a nation-state” intended to shape citizens (Spolsky, 2012, p. 3). The study takes policy as discursive practice and examines how policy is experienced and constructed locally by parents (Dagenais, 2013). It focuses on eight components of ELs policy: visibility, designation of responsibility, eligibility, duration, placement, programming, assessment and reporting, and funding (Kouritzin, 2013).
Conclusion and Implications: The study analyzes how parental advocacy groups informed educational change for new Canadians in public schools. The study thus brings new voices of immigrant parents into the educational policy process and challenges the deficit perspective that educators often hold against immigrant parents. Results of this research will provide directions for ELs policies, programs and services, as well as new insights into the effectiveness of advocacy and capacity building of immigrant parents, thus of knowledge mobilization processes (Levin, 2013).
(Refer to the speaker's profile page for full abstract)

Ming Qu
Muroran Institute of Technology, Professor

Title:
Fostering Sustainable Collaboration Through Online International Language Learning: A Case Study of Chinese Language Learning in Japan

Abstract:
The advancement of technology and the Internet has created new opportunities for foreign language learning and teaching. Collaborative Online International Learning (COIL) has become widely adopted in universities around the world. The Chinese language course presented in this study was created for university students from China and Japan to study Chinese language and culture together through synchronous online communication (using Zoom) and asynchronous online communication (using Moodle).
This course lasted for 15 weeks, with 75 Japanese students participating in the study. A mixed methods approach was used to evaluate the impact of this course. The results of the quantitative analysis showed a significantly greater increase in intercultural sensitivity for the experimental group compared to the control group. There were no significant differences in test scores between the two groups. The qualitative data showed a preference for this COIL course.

本中文论坛探讨跨文化背景下语言、教育与科技的交叉议题，涵盖马来西亚华语中的马来语借词规范与描写、中国青少年社会与情感学习路径的实证研究，以及生成式人工智能在国际中文教育中的机遇、挑战与对课程设计的影响。

Su Hui Lim
Department of Chinese Language and Literature, College Faculty of Arts and Social Sciences, Malaysia New Era University, Assistant Professor

题目：
跨文化背景下华语的规范与描写—试论马来西亚华语中的马来语借词

摘要：
相较于大中华地区，海外华语的规范往往是棘手课题。全球化影响下，社区词虽形成于原社区，但大华语共同圈迫使其他社区无可避免有所接触。欧美或中华（中港台）的汉语交流（传媒与教育）问题表现在中英翻译之间，较少将目光扩展至其他语言的影响。
东南亚语言多属南岛语，其中马来西亚是马来语、英语、汉语、印度语等多元共存的国家，当地华语中存在大量马来语借词为其他华语圈所无有，因此在规范过程中对外求助无援，而译词不统一、文言与口语相异等诸多问题亦阻碍当地华语同其他华语交流传播。当地华语往往被认为用词怪异，口音过重，导致外地人无法理解，这也是当地教育工作者多年以来不断探讨与试图改善的议题。
文字规范原针对媒体与印刷，然要根治语言文字混乱却要从教育着手。马来西亚华文教育工作者多年来试图以规范来处理华语中共同语和译语的问题，然目前教育效果尚不明显。本文以马来语借词着手，究其问题出于华语与外来语词在规范化时分道扬镳、方言和华语读音差异导致用字不统一、文言与口语产生分化。另外目前当地规范译语仍缺乏不少本土特色词。
所述问题获解后将有助于东南亚地区华语同其他华语圈的跨文化交流，并促进全球大华语的的发展和避免教育体系个别孤立。

Rong Lu
Shanghai Shu Yu Jiao Yo Ke Ji You Xian Gong Si, CEO

题目：
当今中国青少年社会与情感学习路径的实证研究

摘要：
本论文聚焦当下中国青少年教育成长的现状，深入探讨青少年抑郁、厌学甚至走向极端等严峻问题的背后原因。同时，阐述了一种经过八年多实践研究验证的有效方法 —— 社会与情感学习小小引导师体验式公益实践活动。
当前，中国青少年面临着巨大的压力，导致越来越多的孩子出现心理问题。社会竞争的加剧、学业压力的沉重以及家庭和社会环境的影响，使得青少年的心理健康状况令人担忧。然而，社会与情感学习小小引导师体验式公益实践活动为解决这一问题提供了新的思路。
通过真实案例和故事，我们可以看到参加小小引导师训练营的孩子们在社会情感学习小游戏、感受分享训练和真实场景实践体验中，逐渐学会立己助人、知行合一。他们不仅提升了自己的社会情感能力，还能够将所学传播给同龄人和家长老师。
这种方法在当今社会内卷和躺平的现状中具有积极意义。它为青少年提供了一个高效的解决问题的途径，帮助他们更好地应对压力，培养积极的心态和价值观。同时，也为家长、教师和社会提供了一种新的教育理念和方法，促进青少年的全面发展与成长。
总之，社会与情感学习小小引导师体验式公益实践活动为中国青少年教育带来了新的希望，值得进一步推广和深入研究。

Wei Liao
Confucius Institute at Ss. Cyril and Methodius University in Skopje, Director

题目：
生成式人工智能给国际中文教育带来的机遇与挑战

摘要：
生成式人工智能(Generative AI)技术的发展为国际 中文教育带来了新的机遇和挑战。作为一种能够自动生成文
本、图像、视频等内容的技术，生成式人工智能尤其是 ChatGPT等语言模型，正在改变传统的教学模式，为国际中文教育的数字化和个性化提供了新的路径。在机遇方面，生 成式人工智能能够根据学习者的需求自动生成个性化的学习材料，提升学生的学习效果，并能有效减轻教师的备课负 担。此外，它还能通过虚拟现实(VR)和增强现实(AR)技术，为学生提供沉浸式的语言和文化体验，促进跨文化沟 通与理解。然而，生成式人工智能在应用过程中也面临一些挑战，如生成内容的文化准确性问题、对教师数字素养的要 求、以及技术过度依赖可能导致的教学质量下降等。为此，本文提出了应对这些挑战的策略，包括加强教师的数字素养 培训、构建科学的评估框架以及探索生成式人工智能与传统教学的深度融合。通过分析生成式人工智能在国际中文教育 中的应用场景和发展趋势，本文旨在为教育工作者提供参考，推动国际中文教育的创新与发展。

Lok Yee Lorraine Wong
Hong Kong University of Science and Technology, Lecturer

题目：
學生在核心中文課程中使用生成式人工智能工具的情況對課程設計的影響

摘要：
生成式人工智能工具發展迅速，香港師生在進行學與教活動時亦廣泛使用。因此，教師在設計課程時面對下列問題，學生於評估中如何運用生成式人工智能工具？現行教材中有關生成式人工智能工具的內容能否回應學生的學習需要？為解答上述問題，是次研究藉探討本校其中一門中文核心課程，學生在評估中使用生成式人工智能工具的情況，評估學生在運用生成式人工智能工具於語文學習時所需的知識，運用評估結果修訂教材內容，以提升學生的學習動機。為達至上述目的，本研究運用數據分析法，了解學生在評估中使用生成式人工智能工具的情況，為研究提供背景資料；接着運用文本分析法，分析現有教材確定修訂內容，以提升學生的學習動機；最後，運用布魯姆知識分類法組織教材，以回應學生在運用生成式人工智能工具時的個別差異。本研究以分析數據為切入點，運用分析結果，確定本年度修訂教材的三個方向︰增加認知、強化實踐與反思及提升實務操作能力，以回應學生的學習需要，提升其學習動機。