ABSTRACT
This chapter concentrates on the theoretical foundation and professional qualities for second language teachers. In the first place, the chapter makes a critique on the traditional view of four fundamental understandings needed by second language teachers, namely (a) the linguistic features of the target language itself, (b) second language acquisition, (c) second language teaching and (d) social-cultural context of teaching and learning. On the basis of the critique, the limitations of scientific-disciplinary training of teachers of second language are revealed with a recommendation for a reflective model of teacher training. Consequently, a deconstruction of the previous four fundamental understandings is recommended, leading to a framework of curriculum in order to train teachers of Chinese for Australian learners.
