The logographic nature of Chinese characters has brought many challenges for non-native-Mandarin learners, particular for those who are from alphabetic language backgrounds. Each Chinese character is a combination of sound, shape and meaning (Shen, 2005), arguing for Chinese Foreign Language (CFL) to approach individual characters through their phonological (sound), morphological (meaning), and orthographic (shape) aspects (Perfetti et al., 2005). Research has focused on exploring CFL learners’ perceptions and learning practices regarding Chinese characters (e.g., Lei & Wang, 2023; Shen, 2013; M. Yu & Chan, 2023), while other studies have discussed the cognitive learning process based on the theoretical and linguistic characteristics of Chinese characters, offering pedagogical suggestions (McBride, 2016; Shen, 2013). However, there remains a lack of information about how CFL teachers teach Chinese characters in classroom settings. To capture the voices of CFL teachers, this study involved three groups of CFL teachers who teach adult CFL learners in three distinct teaching contexts: online CFL teachers, university CFL teachers, and pre-service CFL teachers. This study examines CFL teachers’ knowledge, teaching practices, and perceptions regarding Chinese character teaching. Furthermore, it explores the differences among the three groups of CFL teachers and discusses the potential reasons for the discrepancies of pedagogical decisions and perceptions of Chinese character teaching.

Guided by an integrated framework of three concepts of “content knowledge”, “pedagogical content knowledge” (PCK), and “pedagogical belief”, this study employs a mixed-methods approach to increase our understanding provide of the current state of Chinese character teaching in CFL education. A questionnaire was developed to explore 110 CFL teachers’ Chinese character knowledge and their PCK regarding Chinese character instruction. Semi-structured one-on-one interviews were conducted with 14 CFL teachers, including five online CFL teachers, four university CFL teachers, and five pre-service CFL teachers, providing further insight into CFL teachers’ perceptions and pedagogical decisions regarding Chinese character teaching.

Results from the questionnaire suggest that most CFL teachers possess a good level of Chinese character knowledge. They are confident in their expertise, understand learners’ difficulties, and employ a range of teaching practices to support CFL learners. They place great emphasis on fundamental knowledge, using bottom-up skills to decode characters, while also utilising top-down skills to help learners recognise Chinese characters in meaningful contexts. Additionally, these teachers hold a strong belief in the role of handwriting in enhancing learners’ Chinese character proficiency. They also incorporated typing into their teaching practices. Analysis of the interview data shows some variations regarding specific pedagogical decisions. Online CFL teachers and pre-service CFL teachers interning in private language institutions employed student-centred approaches, focusing recognition over decoding, and generally excluding handwriting from their courses. In contrast, university CFL teachers and pre-service CFL teachers interning in universities followed teacher-centred approaches, emphasising recognising, decoding and handwriting with higher expectations for learners’ character proficiency. These differences are likely due to contextual factors, such as characteristics and expectations of learners, curriculum requirements, and teaching modes (i.e., online or offline). Research and pedagogical implications are discussed, including recommendations that should inform practice.