Action and Analysis on Questions in Mixed-Aged Class of Chinese as a Foreign Language in Latvia

Abstract

This paper explores several practical challenges encountered in teaching Chinese as a second language in Latvia. It focuses on common questions raised by Chinese language teachers in their daily classroom practice and curriculum design, which influence both teaching effectiveness and teachers’ motivation. Through systematic analysis, the study identifies the underlying causes and outcomes of these challenges and proposes strategies to address them. The findings offer useful insights for improving classroom practice and contribute to the professional development of Chinese language teachers in similar contexts.