An Illustration and Argument
In actual classroom practice，the varied roles may need to be assumed respectively to suit the occasion for enhanced learning.A typical example is the way teachers teach some Chinese characters such as澳（ao as the first character in the name of Australia as a country）.A more traditional way of dissecting/interpreting the character would be to focus on the radical and part of the character such as the water radical and simple character of da（big）.However the same character would be dissected by way of making a cultural and historical link to the UK with reference to the typology of Australia.Thus，the water radical and the simple character of da（big）point to the fact that Australia is a large（da）island surrounded by water（water radical），and the remaining part resembles graphically the Union Jack（British national flag），which immediately forges a historical link between the two countries.
In terms of linguistic and cultural authenticity this is not an advised approach to teaching the character，but a context-sensitive approach to interpreting the character has provided a much more effective way to instill this character into the minds of a foreign language learner.It is the combined work of a number of knowledge types including 1，2，4，5，6 and 7，which has provide a rich contextual base.
Another utilization of the knowledge framework could be illustrated in the strategy of teaching a short poetry in Chinese，which is related to the English curriculum.The teacher will start by presenting a simple staged structure:
Line 1:An object (Think of an object)
Line 2:An object with a colour (Add a colure to it)
Line 3:A description of the object (Add a simple description)
Line 4:Relation of the object to a person (Connect it to a person or an object)
Line 5:An ending (Add a closure)
The end result is shown in one of the student work(two poems created following the above model):
脸，
弟弟的脸，白白的，
真好看，
妈妈喜欢看，
爸爸也喜欢看。
马，
棕色的马，
又高又大，
我要，弟弟要，
哥哥不要。
Obviously，the familiar features(refined language with subtle imagery)of a well penned Chinese poem are nowhere to be seen in the student writings.The simplicity in words and structure has reduced the poems to a type of Chinese with distinctive features of the English language.Nevertheless，effective teaching is reflected in the learning outcome.It is again the combination of different knowledge types(pedagogical content knowledge and general pedagogical knowledge)，which has worked effectively.The general pedagogical knowledge according to Shuman highlights an understanding of the relationship between learning(process)in general and language learning in particular.The knowledge base also extends to a theoretical stance adopted consciously or otherwise，by the individual.
When translated to language learning this includes an understanding of a dual language learning/teaching processes，learning and acquisition and the connection between language and culture including the source culture of the learner—an argument articulated explicitly in the literature of intercultural communications and teaching English or Chinese as an international language.In the framework of World English，it is only natural for non-native speakers of English to speak and write in the target language with some identifiable traces of their L1“as native varieties of English give way to WE as the most coveted passport to world citizenship(Rajagopalan，2004:111).Widdowson went on even further arguing in more radical terms that English is“only international to the extent that it is not their language”(1994:385)，when commenting on L2 development at different stages with reference to L1.
Earlier research on L1 and L2 competence difference had already yielded some conclusive results.The difference in a second or foreign language knowledge between L1 and L2 is inevitable regardless of what stages an L2 user is at or how advanced his or her proficiency level is(Coppetiers，1987).Therefore，any observable inter-language should not be viewed as a“deficient”.It“must be treated as a legitimate system in its own right”(Hall et al.，2006:220).This provides much scope to classroom Chinese language teachers when helping students develop an“accented”Chinese(oral)or a writing structure that seemingly resembles an authentic Chinese writing.With this extended scope，L2 learners gain some freedom and confidence to explore ways of experimenting L2 with reference to their already extensively developed linguistic and cultural knowledge and competence of L1.