This book analyses Chinese as a Foreign Language (CFL) pedagogic practices and learning experiences within a cohort of low socio-economic status students in an Australian primary classroom. It will interest scholars in sociology of education, student engagement, pedagogy and curriculum, CFL education and languages education.
This book analyses Chinese as a Foreign Language (CFL) pedagogic practices and learning experiences within a cohort of low socio-economic status students in an Australian primary classroom. It will interest scholars in sociology of education, student engagement, pedagogy and curriculum, CFL education and languages education.
Wen Xu is a post-doc research fellow at East China Normal University, China. Her research interests focus on language(s) education and society, socio-cultural studies of education, learner identities, and equity/inequality.
Inhaltsangabe
Part I Theory 1. Unpacking the contentious landscape of CFL education in Australia and beyond 2. Establishing a framework to explore pedagogic practices: Bernstein's pedagogic device 3. Moving theory into practice: Student (dis)engagement 4. The study Part II Pedagogical changes 5. Curriculum Genre (1): Chinese language learning 6. Curriculum Genre (2): Chinese culture learning 7. Curriculum Genres (3) and (4): Chinese language learning through song and interacting with Chinese peers through video conferencing 8. Pedagogical perspectives from students and the classroom teacher 9. Conclusions
Part I Theory 1. Unpacking the contentious landscape of CFL education in Australia and beyond 2. Establishing a framework to explore pedagogic practices: Bernstein's pedagogic device 3. Moving theory into practice: Student (dis)engagement 4. The study Part II Pedagogical changes 5. Curriculum Genre (1): Chinese language learning 6. Curriculum Genre (2): Chinese culture learning 7. Curriculum Genres (3) and (4): Chinese language learning through song and interacting with Chinese peers through video conferencing 8. Pedagogical perspectives from students and the classroom teacher 9. Conclusions
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