Local language, global perspective : Mandarin Chinese language pedagogies in Scottish schools

This paper contributes to the panel discussion on Chinese language education by examining how Mandarin can be meaningfully integrated into Scottish primary schools through innovative and interdisciplinary pedagogies. While Mandarin is often viewed as a global or "foreign" language, this contribution explores how it might be repositioned as part of Scotland’s evolving local language landscape—supporting both global citizenship and local diversity aims within the Curriculum for Excellence. This contribution will be of interest to researchers, teacher educators, and practitioners concerned with language policy, curriculum design, and the future of multilingual education in Scotland and beyond. Focusing on recent research and practitioner insights, the paper discusses how Mandarin teaching in primary schools can move beyond stand-alone language lessons to become embedded across the curriculum. It considers interdisciplinary approaches that link language learning with social studies, expressive arts, literacy, and technologies, enabling children to encounter Chinese language and culture in varied and contextually relevant ways. The paper also reflects on the implications for primary educators, many of whom are engaging with Mandarin without prior linguistic or cultural expertise. It explores models of collaboration with Chinese language assistants, community partnerships, and university-led initiatives, and considers how teacher education and professional learning can support sustainable and confident delivery. By framing Mandarin as a language that can be locally embedded as well as globally oriented, the paper invites a rethinking of pedagogical assumptions and practical strategies. It contributes to ongoing debates around language diversification in Scottish education and the role of Asian languages in shaping inclusive, outward-facing school environments.