Table 6.1 provides a biographical profile of participants studying MFL at selected Chinese universities.
Table 6.1 Students studying MFL at selected Chinese universities Name Gender Current status Institution Home
language Country of origin Length of language study Type of programme Greta F Elementary class in
BLCU; previous qualification school leaving certificate in Sweden.
BLCU Swedish Sweden 9 months
(09/2011-06/2012)
Meihua F Elementary class in BLCU: previously employed in travel agency in Thailand.
BLCU Thai Thailand 6 months in Thailand and 6 months at BLCU
Non-degree
Fatima F 3rdyear student at university in Turkey (Chinese major)
BLCU Turkish Turkey 3 years in Turkey; 6 months in Beijing
Non-degree
Lisa F 4th year student at university in Italy
BLCU Italian Italy 4 years in Italy; 6 months in Beijing
Non-degree
Mingyue M 3rd year student at BLCU for B degree
BLCU Thai Thailand 3 years in high school in Thailand; 3 years in Beijing
B degree
Jin M 2nd year student in BLCU for B degree
BLCU Korean South Korea One month self-study in South Korea; 3 years in Beijing
B degree
Maria F 3rd year student at BLCU for B degree
BLCU Spanish Spain 3 years at BLUC; no previous background
B degree
Huilin F 2nd year student for B degree
BLCU Thai Thailand High school; 2 years in Beijing
B degree
Anna M Intermediate level class; previous qualification school leaving certificate in Russia
TUST Russian Russia 10 months (08/2011-06/2012)
Non- degree
Huizi F 3rd year student at university in Thailand in tourism
TUST Thai Thailand 2 years in Thailand (2hrs per week). 5 months in TUST
Non-degree
Luohao M Intermediate level class; previous qualification is school leaving certificate in Indonesia.
TUST Indonesia Indonesia 6 months in Xiamen University; 6 months in TUST completed in 2012.
Non-degree
Ajiao F 3rd year student of
college in Indonesia (Chinese as major); in high level class at TUST
TUST Indonesia Indonesia 2 years in Indonesia (4hrs per week). 3 months in TUST
Non-degree
Ahua F Job relates to English and Chinese; in high level class in TUST
TUST Indonesia Indonesia One and a half years in Indonesia (one hr per week); 9 months in TUST
Joe M Holds BA (Chinese and linguistics) in US; advanced level class in NU.
NU English US 4 yr BA degree in US; 8 months in NU
Non-degree In NU
Tatiana F 3rd year student in Chinese economy in Russia; in advanced level class in NU.
NU Russian Russia 3 yr in university; 10 months in NU.
Non-degree In NU
Shana F BA (Chinese and linguistics) in Israel. 2nd year student MA (Chinese) in Israel; advanced level class in NU.
NU Hebrew Israel 3 yr B degree and one year for MA in Israel. 8 months in NU for practice.
Non-degree In NU
Yilang M 4th year student in NU for Bachelor degree in Chinese
NU Japanese Japan 2 years in college in Tianjin; 4yrs in NU
B degree
Amei F Holds BA (Chinese major); 5years work experience in Vietnam; Currently enrolled for MA (Chinese language education) at NU
NU Vietnam Vietnam 4yr for B degree in Chinese in Vietnam; 2yrs in NU for M degree
M degree
Andong M Holds BA (Chinese a major) in Guangzhou; currently enrolled for MA (Chinese language education)at NU
NU Indonesia Indonesia Chinese study in high school; one year study in university in Indonesia; 4 years in Guangzhou, 2 years in NU.
M degree
Table 6.1 indicates that in total 19 MFL students were participants in China. They come from 12 different countries: Sweden, Thailand, Turkey, Italy, South Korea, Spain, Russia, Israel Indonesia, US, Japan and Vietnam. The majority of MFL students are females (12) in comparison with 7 male students. Six MFL students come from European countries and 11 from the East and South East Asian region. One comes from the US and 1 from Israel. Most (12) were studying MFL for non-degree purposes; 5 for the bachelor degree and 2 for the Master‟s degree. Fourteen participants have had at least 6 months‟ MFL study experience in her/his own country and 5 students were beginners. Three participants attended different institutions in China.
Note: The bachelor degree in China is for four years‟ study; there is no honours degree in China.
Table 6.2 Students studying MFL at three South African universities
Name Gender Current status Institution Home language
Country of origin
Length of language study Type of programme Linda F 1st year SU Afrikaans South
Africa
6 months Non-degree
Marry F 1st year SU Afrikaans South Africa
6 months Non-degree
John M 2nd year SU English South Africa 2 yrs Non-degree Phumi F 1st year (non-degree). Holds diploma in foreign languages and psychology SU English South Africa
Taught English in Taiwan for few years, returned to SA to study Mandarin. One year full-time study.
Non-degree
Pease F 2nd year SU English South Africa
3 yrs (1 year in high school; 2 yrs university)
B degree
Tony M 3rd year SU English & Afrikaans
South Africa
3.5 years (Beijing for 6 months to study Mandarin; 3 yrs in SU)
B degree
Jill F 1st year MSc UCT English South Africa
8 months; will sit for HSK level two
Non-degree
Cather ine
F 1st year UCT English South Africa
8 months Non-degree
Nosi F 1st year UCT Xhosa South Africa
8 months Non-degree
Rosan a
F 2nd year UCT English South Africa
Approx. 2 yrs Non-degree
Joy F 2nd year UCT Hungarian & English
South Africa
Approx. 2 yrs Non-degree
Annie F 2nd year (part time)
Unisa Afrikaans South Africa
2 yrs (university) Non-degree
Peter M Currently private tuition
Unisa English South Africa
+10 yrs (2.5 years at Unisa; 8 yrs in part-time Chinese school)
Non- degree
David M 3rd year Unisa Afrikaans South
Africa
3 yrs (in China for 12 months as an English teacher)
Non-degree
Table 6.2 indicates that in total, 14 MFL students were participants in South Africa and they are all South African citizens. The majority of MFL students are female (10) in comparison with 4
males. Two MFL students were enrolled for a bachelor degree (in which Mandarin was an elective subject) and no participants were enrolled for an honours or Master‟s degree (these are not presented on this level in SA). Three MFL students have had at least 6 month‟s experience of study in China in the past.
6.3 DIFFERENCES IN STUDENT EXPERIENCES OF MFL TEACHING AND