Chapter 1 Taking the initiative to innovate: Pedagogies for Chinese as a foreign language -- Chapter 2 Australian Language Policy and the learning and teaching of Chinese -- Chapter 3 Principles and innovation design: CLIL units in Chinese -- Chapter 4 Fostering effective CFL education through autonomous learning: Learners' perspectives -- Chapter 5 Maximising language socialization and learning strategies through study abroad in China -- Chapter 6 Intercultural competence in tertiary learners of Chinese as a foreign language: Analysis of an innovative learning task -- Chapter 7 Developing interculturally-oriented teaching resources in CFL: Meeting the challenge -- Chapter 8 取长补短: Complementary peer learning in the multilingual L2 Chinese classroom through tandem translation -- Chapter 9 Teacher personal practical knowledge as a foundation for innovative practice: Narratives of returnee teachers of CFL in overseas contexts -- Chapter 10 CFL teacher identity construction: A core element of future innovative practice -- Chapter 11 The innovative and challenge of a Content and Language Integrated Learning approach to CFL in one Australian primary school -- Chapter 12 Task-based Chinese as a Foreign language (CFL) in Second Life for Beginner Learners and Educators -- Chapter 13 Digital tools for Chinese character acquisition and their impact on student motivation -- Chapter 14 Innovative learning design for online language learning: A systems design framework.Teachers of Chinese as a foreign language in many international contexts are searching for pedagogic solutions to promote effective learning. Models of innovative and successful approaches are urgently needed. This volume presents a collection of compelling and empirically rich research studies that showcases innovative developments in the practice of teaching Chinese as a foreign language. The studies focus on three interrelated areas: learners, teachers, and applications of new technologies. Specifically, the studies explore methods for fostering learner-centred classrooms, autonomous learners, intercultural learning, the role of teacher views and identities, the nature of a ‘middle ground’ approach, and technologies that accommodate the unique aspects of the Chinese language, with new options for mobile and interactive learners. Providing both inspiration and practical models for language practitioners and researchers, it offers a vital resource for teachers’ professional development, and for pre-service teacher education.