Teacher Education and Systemic Transformation in Chinese Language Education

The pedagogical architecture outlined in the previous chapter established the structural conditions through which inclusive Chinese language education can be realized in multilingual European classrooms. Mediation-centered pedagogy, distributed orthographic reasoning, dialogic pragmatic exploration, and plurilingual legitimacy together form an interactional ecology in which learners encounter linguistic complexity collectively rather than individually. Yet the durability of such pedagogical transformations cannot depend solely on classroom-level innovation. Educational practices are embedded within institutional systems that shape teacher formation, curricular interpretation, and assessment regimes. As mediation has functioned throughout this monograph as the conceptual foundation of CSL education, teacher education represents the structural arena in which this repositioning either consolidates into institutional practice or remains confined to isolated experimentation.