Concluding Remarks: From Research to Fostering the Knowledge Base of Chinese Linguistics, Second Language Acquisition, and Technology among Chinese Language Education Teachers

This chapter is dedicated to a community often overlooked in the literature
on Chinese linguistics and second language acquisition—Chinese language
education teachers (Ke, 2020). As Goswami (2006) pointed out, teachers of-
ten serve as crucial communicators between researchers and the public. The
goal of this chapter is two-fold: (1) to offer an accessible summary of the
direct and indirect evidence for Chinese language practices offered by the 12
chapters included in this volume; (2) to review the chapter authors’ pertinent
proposals of what constitutes the much-needed knowledge base of Chinese
language teachers in the areas of linguistics, second language acquisition, and
technology. We conclude this chapter by offering our final reflection on the
long-term divide between Chinese linguistics and teaching Chinese as an sec-
ond language (L2), and the contribution of this edited volume as a mediator
between the two sides.