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Confucius Institute


CI AAU research and publication

CI AAU engages in research on teaching methods and didactics in teaching Chinese as a foreign language and Chinese culture. The main question we pursue to answer is: How can we teach Chinese well in a Danish context? A simple question to ask, but a difficult one to answer.

Our team of teachers and researchers have published a number of articles and anthologies. You will find articles in the menu to the right, and information on our published books below.


Research network in China

CI AAU has a large academic network in China, primarily within education and environment/energy. If you seek to collaborate with Chinese partners or need advice on how to improve your collaborative Sino-Danish research project, please send us an email.


Research funding from Chinese sources

Through partners in China, CI AAU provides a variety of possibilities to apply for funding from Chinese sources. Our partners include the Chinese Scholarship Council and CI Headquarters/Hanban.

Funding may be provided for:

  • Research projects in various fields
  • Research trips for assistant professors and above (2 weeks to 6 months)
  • Research trips for Ph.D. students (2 weeks to 6 months)
  • Conferences or workshops
  • Publication

Please send us an email for more information.

Exploring Task-Based PBL in Chinese Teaching and Learning


The Confucius Institute for Innovation and Learning at Aalborg University has functioned as a major actor in facilitating the establishment of Chinese Language and Culture courses and developing teachers' pedagogy competences in Denmark. This book explores Task-Based PBL and seeks alternative ways of teaching and learning Chinese in a cross and inter-cultural context. A major theme in this book is bridging the gap between the traditional methods of teaching Chinese and the student-centred learning method in a non-native context such as Denmark. The establishment of a conceptual framework for Task-Based PBL offers an alternative approach that encourages innovative teaching practice and promotes research-based teaching in language education. Empirically this book reports how teachers designed and conducted tasks, how the classroom setting was affected, and how students evaluated the course. Teachers' reflections and recommendations are included along with 20 ready-to-use tasks developed by our teachers to disseminate our experiences and methods with a broad range of teachers, student and educational contexts. This book suggests that effectiveness of new teaching methods and the initiation of new subjects are contextual. Learning a foreign language (e.g. Chinese) is more than language acquisition; it is also understanding other cultures and participating in intercultural interaction and communication. Thus, education and learning (particularly a foreign language) is related to a broader social transformation in the process of globalisation and in the development towards a knowledgeable society.

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Teaching and Learning Culture - Negotiating the Context


This book is based on educational research conducted by researchers from the Department of Learning and Philosophy and the Confucius Institute for Innovation and Learning at Aalborg University. Empirically, it reports on different approaches to teaching and learning of culture, including a student-centered task-based problem-based learning (PBL) approach, a digital technology-supported approach and more. It also reports on how, when teaching and learning culture, teachers’ professional identity and the informal teaching and learning environment impact the teaching and learning of culture in different educational settings from primary school to university. A central theme in the book is the power of context. The studies illustrate in multiple ways, and from different angles, that “culture is not taught in a vacuum or learned in isolation”, but may be influenced by many factors both inside and outside the classroom; at the same time, culture also influences the context of the learning. The context may be “invisible” and hide itself as tacit knowledge or embedded values, or it may be very visible and present itself as a fixed curriculum or an established tradition. No matter what forms and shapes the context takes, the studies in this book strongly indicate that it is essential to be aware of the power of context in teaching and learning culture in order to understand it and negotiate it. This book suggests that teachers should not try to limit or avoid contextual influences, but instead, should explore how the context may be integrated into and used constructively in the teaching and learning of culture. This allowance of context in the classroom will allow for teachers, students, subjects and contexts to enter into a dialogue and negotiation of meaning that will enrich each other and achieve the established goal – acquisition of cultural awareness and intercultural understanding.

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