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It is seventeen years since I first formulated ‘The paradox of the Chinese learner’ in a conference in Kathmandu, Nepal. My original formulation of the para

Paints a clear, research-based picture of how Chinese students and their teachers see the context of their learning both in Hong Kong and abroad. The focus of m

The book has been written by an international group of very activeresearchers and scholars who have a passion for the study of Chinesemathematics education. It

Higher education institutions in Anglophone countries often rely on standardized English language proficiency exams to assess the linguistic capabilities of the

This book offers insight into the spread and impact of English language education in China within China’s broader educational, social, economic and political