"This book has, for the first time, brought together specialists from around the globe to discuss issues related to the topics of learning and teaching Mandarin Chinese (Putonghua/Guoyu/Huayu) in the global contexts. Most current language-related questions, most recent discussions in Chinese L2 research, most government language policies, and most geographical areas are covered in 14 chapters. The discussions bring out the differences in Chinese L2 learning and the complexities of learning due to recognition of Mandarin Chinese as a second language--or additional/heritage/community language in various Chinese speaking communities. They point out the different needs of ethnic minorities in China, the Chinese dialect speakers in Hong Kong and Singapore, and the Chinese heritage students in various continents. Discussions in the 14 chapters invariably emphasize the needs for understanding both the general research into L2 and the specific research into the linguistic, contextual, and cultural knowledge of Mandarin Chinese, which take into account the diversity of learners, learning contexts, and varying goals. The book gives great expectation to all those concerned with the future direction of Chinese as a global, additional language."

Professor Ying-Che Li, Department of East Asian Languages and Literatures, University of Hawaii, USA

"Any child currently under 15 years of age would be well advised to learn Chinese. This volume edited by Tsung and Cruickshank provides an indispensable academic analysis to the teaching and learning of the Chinese language from a series of acknowledged experts. It is a 'must read' for all teachers and anyone concerned with the teaching of Chinese."

David S. G. Goodman, Professor of Chinese Politics, University of Sydney, Australia