The Relevance of Textbooks in Relation to High School Learning Goals: An Overview of the Choices made by Italian CFL Teaching Community and Potential Future Developments

Abstract

The integration of Chinese as a Foreign Language (CFL) in Italian high school curricula has gradually promoted the publication of specific teaching materials (Gabbianelli 2021) that meet both learners’ needs and the requirements set by the Italian regulations. In light of these objectives and considering the relevance of textbooks in the teaching-learning process, the present study aims at collecting data from the Italian CFL teaching community via an online survey to support the development of teaching materials that would increasingly align with national guidelines and teachers’ expectations. Data analysis shows a polarization of needs within CFL teachers, split between simplified and more language-authentic materials, basic and advanced vocabulary, outcomes consistent with HSK3 or HSK41. Grammar is highly valued yet underresourced while sourcing contents from a variety of textbooks seems to be the approach that balances accessibility and curricular goals most effectively. Data analysis shows a polarization of needs within CFL teachers, split between simplified and more language-authentic materials, basic and advanced vocabulary, outcomes consistent with HSK3 or HSK4. Grammar is highly valued yet under-resourced while sourcing contents from a variety of textbooks seems to be the approach that balances accessibility and curricular goals most effectively.