Second language teaching (SLT) focuses on the cultural backgrounds of different learners. This not only facilitates the construction of knowledge using the learner’s identity, but also helps learners acquire skills for cross-cultural communication, both of which are needed for learners to develop sustainably. Sino-Korean vocabulary is an important element in the representation of Korean culture and in teaching the Chinese language to Korean speakers. In addition, it is a means of promoting the Teaching Chinese as a Second language (TCSL) to achieve sustainable development for Korean learners. Much of the research on Sino-Korean vocabulary has focused on the similarities between Chinese and Korean cultures that facilitate Korean learners’ understanding and use of Sino-Korean vocabulary, but little attention has been paid to the role played by cultural Sino-Korean vocabulary that represent the distinctive Korean culture. We collected a news corpus on six major themes from the NAVER website in Korea from between 2010 and 2020. The keywords were extracted using the TF–IDF algorithm and then transcribed and culled to form a distinctive cultural Sino-Korean vocabulary corpus. We examined the Korean Version of Experience Chinese: Living in China (Ti yan Han yu Sheng huo pian) and suggested that a collection of Sino-Korean vocabulary that are culturally distinctive to the learner’s home country can provide a more pedagogically meaningful addition to the selection of words for TCSL textbooks. These words, based on similarities, further enable Korean learners to acquire a sense of familiarity with, and belonging to, their identity, and thus acquire the Chinese language, and also facilitate expression in intercultural communication. By extracting the distinctive Korean cultural Sino-Korean vocabulary and discovering their value in terms of TCSL educational material, we can promote the sustainable development of Korean learners.

The tourism industry has penetrated traditional Chinese villages, where the linguistic landscape reflects a dialogue between historical heritage and contemporary culture, thereby redefining the transformation of China's rural cultural ecology. The researchers gathered 475 images of the linguistic landscape through fieldwork in Langtou Village and conducted a qualitative investigation within the context of Chinese cultural history and village history. Based on Huebner's (2008) speaking model, researchers investigated the potential influence of time elements in the linguistic landscape on the cultural reconstruction of the village. We conclude that the linguistic landscape of Langtou Village encompasses seven types of time elements, which essentially observe content time, creation time, and feature time. The commonalities or differences among these elements give rise to time trajectories that influence the cultural reconstruction of Langtou Village. One is the cultural reconstruction of cherishing memory, which perpetuates historical information. Another is the cultural reconstruction of combining moments, which amalgamates contemporary culture and poses the risk of inauthenticity in historical villages. The study suggests that the distribution of time elements in linguistic landscapes exhibits hierarchy in real settings, which is related to the spatial regularity induced by the village's historical information. We believe that adopting a time-element-oriented perspective can deliver new recommendations for the linguistic landscape planning of traditional Chinese villages. This research inspires readers to comprehend the essence of the relationship between rural linguistic landscapes and cultural ecology, specifically: what is the smallest unit of interaction between historical and contemporary culture in the context of reconstruction?

This paper focuses on the high-context cultural text “Bai Yuyu” in Liaozhaizhiyi. By comparing “The History of Woo-Tsing-Yen”, published in Fraser's Magazine in 1835, and “Bai Yuyu”, included in Zhang Qingnian's 1997 translation Strange Tales from the Liaozhai Studio, we explore the commonalities and particularities in how translators from different cultural backgrounds interpret the same source text. The findings show that both translations adopt the strategies of clarity and omission to transform and interpret the original text, reflecting the translators' active participation and intervention. The similarity in the use of clarity strategies also demonstrates that the translators across different periods were motivated by a common desire to introduce Chinese culture and literature in-depth. At the same time, the translators' distinct cultural identities and cognitive orientations give rise to interpretive individualities: the English native translators tend to use poetic and purified interpretations, guided by the intervention of the translators' self-consciousness and values, while the Chinese native translators favor a concise and realistic interpretation of the text, which is faithfully rooted in the historical context of the original text.

As globalization continues to develop, second language learning and multilingualism have become increasingly common. As a result, the study of third language acquisition has gained attention. This study explores the process of word order acquisition and language transfer among Thai L1, English L2, and Chinese L3 learners, using Chinese word order acquisition as a starting point. Based on theoretical findings from previous studies on third language acquisition, the study found that Thai learners made different transfer choices at different levels and in linguistic elements, based on their perception of language distance. These choices showed non-unitary sources and directions of transfer in terms of language order and vocabulary. The mechanism of their choices depended on reducing cognitive difficulties in third language acquisition and enhancing learning effectiveness. At the level of Chinese word order acquisition, L1 (Thai) transfer was dominant, and learners showed an overall resistance to L2 (English) transfer. However, L2 (English) did have an effect on the acquisition of L3 (Chinese), mainly at the lexical level. Additionally, learners' language learning experiences and methods accumulated in L2 (English) or L3 (Chinese) facilitated the development of their meta-linguistic awareness, which had a positive effect on the development of multilingual competence.

This study investigated family language policies (FLP) in the current context of the Macao Special Administrative Region (Macao SAR). It explored family language ideologies, management strategies, and intergenerational practices through questionnaires, semi-structured interviews, and participant observations. The findings indicate that Macao permanent residents’ families take Cantonese Chinese as the primary medium of communication and cultural identity. Simultaneously, Mandarin and English are often valued for their roles in academic and professional advancement. Portuguese exhibits a trend of marginalization, despite remaining one of the official languages of the Macao SAR. As for other dialects, they may be used in family conversations but are not considered important languages. Beyond this hierarchy of language values, the researchers also revealed that the FLP of Macao’s permanent residents’ families tends to be driven by both experience and foresight, enabling family members to engage in effective consultation on language choice and language learning. Regarding language practice, children’s multilingual fluency is significantly better than that of their parents. The dominant family language tendency does not influence the consensus of multilingualism and allows code-mixing to appear in conversations. In this article, FLP in Macao families is found to be shaped by both experiential knowledge and future-oriented practical considerations, while also reflecting parents’ affective concerns and responses to broader structural pressures. All these factors together form a decision-making system. In this system, both emotion and reason play their roles simultaneously. If a hierarchical distinction must be made, the rational recognition of the diverse characteristics of the linguistic environment and the dominant status of the main language will be primary.