Mobility and local/international knowledge co-production : innovation in the post-monolingual learning of Chinese

Mobile teacher-researchers are making possible the production of Eurasian theoretical assets that are contributing to knowledge of second language learning and teaching among English speaking primary school students. This chapter begins biographically by situating its authors, three teacher-researchers in an innovative research-oriented, school-based Eurasian teacher education partnership. Significantly, it explores the potential for using Chinese metaphors in the transnational co-production of conceptual tools to analyse evidence of Australian language education. These analytical concepts are used in an empirical investigation of a pedagogical intervention that integrated Total Physical Response into the teaching of Chinese as second language to Australian primary school students. This study responds to, engages with and informs the Australian government’s policies and programs to stimulate and enhance school students’ interest and proficiency in learning Asian languages