The importance of China as world power has led to a growing interest in and demand for learning Mandarin as a Foreign Language (MFL) worldwide. This study focuses on a comparative study of the provision of MFL in higher education in China and in South Africa. A conceptual framework was provided by examining theories of language policy planning and second language or foreign language acquisition as well as an overview of MFL provision in Chinese and South African higher education. MFL policy in China is characterised as a diffusion policy driven by economic globalisation, „soft power‟ and culture, and supported by legislation, funding and implementation. In South Africa, no specific policy underlies MFL, although motivation for MFL provision is given through strategic economic relations between South Africa and China. Against this background, a mixed-method inquiry conducted in two phases examined MFL at three purposefully selected universities in China and at the four university providers in South Africa. Phase One investigated lecturer perceptions of MFL tuition using a researcher-designed questionnaire; Phase Two explored student experiences of MFL using semi-structured interviews with purposefully selected MFL students in both countries. Findings indicated similarities in lecturer profile and differences in lecturers' perceptions regarding institutional support for MFL, particularly in institutions offering degrees in MFL, the MFL classroom environment and the curriculum. Student participants identified differences in studying MFL abroad in China and at home in South Africa in terms of class scheduling, peer and tutor support, student enrolments and design of educational programmes. All language skills were acquired more rapidly in the immersion learning context in China than in the first language dominant South African context, especially communication skills. Similarities were demonstrated in the emotional dimension of learning a new language, the main needs of MFL students, the opportunity to use or speak Mandarin, motivation to study Mandarin, and the challenges characteristic of Mandarin as a language. Recommendations for improvement of practice were given in terms of immersion context creation, opportunity to learn support, Confucius Institute facilities and exchange programmes for study abroad, lecturer and tutor improvement, and the establishment of an incentive to learn mechanism in South Africa. / Educational Studies / D. Ed. (Comparative Education)

The importance of China as world power has led to a growing interest in and demand for learning Mandarin as a Foreign Language (MFL) worldwide. This study focuses on a comparative study of the provision of MFL in higher education in China and in South Africa. A conceptual framework was provided by examining theories of language policy planning and second language or foreign language acquisition as well as an overview of MFL provision in Chinese and South African higher education. MFL policy in China is characterised as a diffusion policy driven by economic globalisation, „soft power‟ and culture, and supported by legislation, funding and implementation. In South Africa, no specific policy underlies MFL, although motivation for MFL provision is given through strategic economic relations between South Africa and China. Against this background, a mixed-method inquiry conducted in two phases examined MFL at three purposefully selected universities in China and at the four university providers in South Africa. Phase One investigated lecturer perceptions of MFL tuition using a researcher-designed questionnaire; Phase Two explored student experiences of MFL using semi-structured interviews with purposefully selected MFL students in both countries. Findings indicated similarities in lecturer profile and differences in lecturers' perceptions regarding institutional support for MFL, particularly in institutions offering degrees in MFL, the MFL classroom environment and the curriculum. Student participants identified differences in studying MFL abroad in China and at home in South Africa in terms of class scheduling, peer and tutor support, student enrolments and design of educational programmes. All language skills were acquired more rapidly in the immersion learning context in China than in the first language dominant South African context, especially communication skills. Similarities were demonstrated in the emotional dimension of learning a new language, the main needs of MFL students, the opportunity to use or speak Mandarin, motivation to study Mandarin, and the challenges characteristic of Mandarin as a language. Recommendations for improvement of practice were given in terms of immersion context creation, opportunity to learn support, Confucius Institute facilities and exchange programmes for study abroad, lecturer and tutor improvement, and the establishment of an incentive to learn mechanism in South Africa. / Educational Studies / D. Ed. (Comparative Education)