Conclusion

If one of the primary aims of Chinese teachers is to expand the Chinese horizon，it calls for a genuine understanding of the learning contexts，focusing on the learner and experiential learning，profiling language learning in the community，and adopting a range of instructional strategies to design learning for an interactive language classroom.All these fit within the knowledge framework and supported by research on teaching and learning the target language as an international language.In addition，we need to view learner’s development of the target language as a process of approximation and afford learners opportunities to develop intercultural competence with a strong selfidentity.In classroom teaching we need to recognize the role of explicit teaching and the role of the teacher in the learning process.It is a mission for Chinese language teachers and learners to set upon a journey of knowledge creation and empowerment through learning and experimenting with the language.Within the knowledge framework，it is argued that a localized language pedagogy，which is culturally or context sensitive，would better facilitate the learning process，in which Chinese and foreign language learners in Australia will be able to develop a broad linguistic and cultural repertoire for optimal learning outcomes.