人民网约翰内斯堡9月30日电 （记者邹松）"马利从中国回来啦！"9月29日，代表南非参加第五 届"汉语桥"世界小学生中文秀的马利一回到克洛伊茨维尔社区，立即受到人们热烈欢迎。虽然他在本届 比赛中只获得优秀奖，但作为本地区第一个去中国的小学生，他已成为学校的骄傲，当地媒体也争相报 道他，马利就是大家心目中的"小明星"。 对于克洛伊茨维尔社区而言，马利的获奖不仅是个人荣耀，更对当地社群有所触动。长期以来，这 里的孩子很难相信通过学习能改变命运，马利的经历让他们看到新的可能性。许多家长和学生在看到相 关新闻后，主动联系学校和孔子学院，希望学习中文课程。斯坦陵布什大学孔院院长郑若娟教授表 示："马利用行动证明了教育的力量。他的故事告诉我们，语言能改变人生，梦想能改变未来。" 6月27日，来自斯坦陵布什大学孔子学院的12岁学员马利一路过关斩将，获得2025年南非"汉语 桥"比赛小学组冠军。9月中旬，马利代表南非前往中国参加全球总决赛。 中国驻开普敦总领馆副总领事汤长安为马利颁奖。斯坦陵布什大学孔院供图 斯坦陵布什大学孔子学院2013年起与瑞藤布什小学合作开设中文课程。作为瑞藤布什小学学生，马 利从2023年起开始学习中 ...

参加马德里爱华中文学校2025年暑假班中文课的孩子们。 该校师生表演葫芦丝。 2019年2月，该校学生参加新春彩妆游行活动。 随着中国政府和社会各界对海外华文教育的高度重视，海外中文学校在世界各地迅速发展，规模不断扩 大。如今，中文学校已成为推广语言、弘扬文化的重要平台，也日益受到海外华裔家庭和学生的喜爱与 认可。 吴萱是名出色的华裔学生，大学主修法律。在竞争激烈的职场中，她凭借一口流利中文和对中国文化的 深入了解受到青睐，成功加入西班牙的一家知名律师事务所。随后，她被派驻上海担任首席法律顾问， 不仅事业蒸蒸日上，还在那里邂逅了爱情，如今是两个孩子的母亲。事业与家庭双丰收，她的生活充实 而幸福。 另一名华裔女孩叶青，大学攻读金融专业，中文水平优秀，曾获得HSK（汉语水平考试）最高级别认 证。正是这份语言优势，使她在毕业后被西班牙某大型银行录用，并派往香港担任分公司总经理。她年 纪轻轻便承担重要管理职责，凭借出色的语言能力和业务能力赢得同事与上级一致好评，实现了职业目 标。 有的从牙牙学语到成为"中国文化小大使"—— 今年16岁的克里斯蒂娜，在5岁时就进入我校学习。虽然家里没有中文语言环境，但是因为喜欢我们的 ...

Core Viewpoint - The event "Encountering the East: Imprints of Time" organized by the Confucius Classroom at Shanghai Sanda College in South Africa successfully engaged over 650 students and teachers, showcasing Chinese culture and promoting interest in learning the Chinese language [1][2][4]. Group 1 - The event featured a lively atmosphere with performances, including a Chinese classical dance and interactive cultural experiences, which captivated the audience [4][6]. - The director of the Confucius Classroom, Dai Wenhong, highlighted the benefits of learning Chinese and provided information on scholarships and course offerings, stimulating strong interest among students [2][3]. - The Chinese zodiac culture experience attracted many students, who eagerly participated in activities such as finding their zodiac symbols and creating personalized commemorative cards [8]. Group 2 - The event served as an immersive experience of Chinese culture for South African students, fostering a deeper understanding and appreciation of Chinese traditions [8][9]. - Many students expressed a strong desire to enroll in Chinese language and cultural classes following the event, indicating a positive impact on language learning interest [8][9]. - The principal of Glen High School, Carolyn Neill, and the teaching assistants were pleased with the event's success and anticipated an increase in students choosing to study Chinese [8].

Core Points - The increasing interest in learning Chinese among Mongolian students highlights the growing cultural and economic ties between Mongolia and China [1][2] - The establishment of Chinese language programs in Mongolia's educational institutions reflects the demand for Chinese language skills in the context of trade and cultural exchange [1] - Events like the "Chinese Bridge" competition serve as a platform for Mongolian students to enhance their Chinese language abilities while fostering cultural connections [2] Group 1 - The number of Mongolian students learning Chinese is on the rise, with Chinese being the second most popular foreign language after English [1] - There are currently 18 public and over 40 private schools in Mongolia offering Chinese language courses, with plans for more than 150 additional schools to introduce Chinese programs [1] - Confucius Institutes and classrooms in Mongolia have become key platforms for Chinese language education and cultural exchange [1] Group 2 - Students in Mongolia enjoy learning Chinese through various means, including singing Chinese songs and watching Chinese dramas, which significantly boosts their language skills [2] - The "Chinese Bridge" competition has ignited enthusiasm among Mongolian students for learning Chinese, transforming the competition into a valuable opportunity for language practice [2] - The competition is viewed as a pathway for Mongolian students to explore the richness of the Chinese language and culture, enhancing bilateral cultural exchanges [2]

Core Viewpoint - The increasing interest among elderly foreigners in learning Chinese reflects a broader cultural engagement and the desire for cross-cultural communication, driven by curiosity about Chinese language and culture [2][9][10]. Group 1: Motivations for Learning Chinese - Elderly learners often pursue Chinese out of pure curiosity rather than for practical or career-related reasons, contrasting with younger learners [3][4]. - Many elderly learners have personal connections to China, such as having Chinese friends or being of Chinese descent, which enhances their motivation to learn [3][4]. - The learning process is seen as enjoyable and fulfilling, contributing to personal growth and social connections [5][11]. Group 2: Learning Experiences and Techniques - Elderly learners adopt various methods based on their individual goals, focusing on different aspects of language acquisition such as speaking, reading, or writing [5][6]. - The use of multimedia and interactive teaching methods has proven effective in engaging elderly learners and enhancing their learning experience [6][7]. - Cross-generational classrooms, where learners of different ages study together, foster a collaborative learning environment that benefits all participants [6][7]. Group 3: Cultural Engagement and Community - Participation in cultural activities organized by institutions like the Confucius Institute helps elderly learners deepen their understanding of Chinese culture [9][10]. - Elderly learners actively engage in community events, enhancing their cultural appreciation and social interactions [10][11]. - The growing interest in Chinese culture among elderly learners signifies a shift towards more inclusive and diverse cultural exchanges [9][10].

Core Points - The article highlights the journey of a Ukrainian woman, Elena, who has embraced learning Chinese as a means to connect with the world and enhance her personal growth [3][4][10] - It emphasizes the increasing popularity of the Chinese language in Zimbabwe, particularly in educational institutions, reflecting China's growing global influence [4][6] - The narrative showcases Elena's experiences at the Canton Fair, where she seeks business opportunities and practices her Chinese language skills [7][8] Group 1: Language Learning - Elena, at 57, is learning Chinese, having previously mastered several languages, and believes that age should not hinder continuous learning [3][10] - She has developed personalized study methods to cope with age-related memory challenges, utilizing various resources and integrating language practice into her daily life [4][10] - The article illustrates the supportive role of her Chinese teacher and peers in her language learning journey [4][11] Group 2: Cultural Exchange - Elena's experiences in China have deepened her understanding of Chinese culture, including dining customs and social interactions [8][9] - The article notes the cultural similarities between Ukraine and China, particularly in communal dining and expressions of care [9][10] - Elena's participation in Chinese New Year celebrations in Zimbabwe highlights the cultural integration and appreciation she has developed [9] Group 3: Business Aspirations - Elena and her boyfriend plan to open a bamboo products store in Zimbabwe, which motivated their visit to the Canton Fair for inspiration and supplier connections [6][7] - Their successful interactions with suppliers at the fair demonstrate the practical application of Elena's language skills in a business context [7][8] - The article underscores the potential for cross-cultural business opportunities as a result of language learning and cultural understanding [6][7]

Core Viewpoint - The event highlighted the success of the "Chinese Bridge" competition in Darwin, Australia, showcasing the growing interest in Chinese language and culture among local students and the contributions of the Confucius Institute in promoting these aspects [3][6][7]. Group 1: Event Highlights - The "Chinese Bridge" competition took place at the Confucius Institute of Charles Darwin University, where a 10-year-old student, Ellie Moss, won the first prize [3]. - The event featured performances, including a Tai Chi demonstration by local residents, emphasizing the cultural exchange facilitated by the Confucius Institute [3][6]. - The Confucius Institute is the only one in the Northern Territory of Australia and has been actively involved in teaching Chinese and organizing cultural activities in local schools [6][8]. Group 2: Contributions of the Confucius Institute - The Confucius Institute collaborates with Charles Darwin University, Anhui Normal University, and Hainan University to promote Chinese language education and cultural exchange [6]. - The institute has nine volunteer teachers, with seven from China, who not only teach Chinese but also engage in various cultural activities, enhancing the local community's understanding of Chinese culture [6][7]. - Local schools, such as Essington School, are planning to introduce Chinese as a compulsory subject, indicating a growing demand for Chinese language education [6][8]. Group 3: Community and Institutional Support - The Mayor of Darwin, Kon Vatskalis, expressed strong support for the Confucius Institute, recognizing its role in fostering cultural understanding [7]. - The President of Charles Darwin University, Scott Bowman, acknowledged the institute as a valuable part of the university and expressed interest in increasing cultural exchanges and activities [8].