Pedagogic Practices, Student Engagement and Equity in Chinese as a Foreign Language Education : In Australia and Beyond book cover
SAVE
$32.00
1st Edition

Pedagogic Practices, Student Engagement and Equity in Chinese as a Foreign Language Education
In Australia and Beyond

By

Wen Xu



  • Available for pre-order. Item will ship after December 28, 2021
ISBN 9781032155852
December 28, 2021 Forthcoming by Routledge
224 Pages 9 B/W Illustrations

 
SAVE ~ $32.00
was $160.00
USD $128.00

Prices & shipping based on shipping country


Preview

Book Description

This book explores and analyses Chinese as a Foreign Language (CFL) pedagogic practices and learning experiences within a cohort of low socio-economic status students within an Australian primary classroom. It demonstrates that, in spite of policy and educational discourses underpinning ‘Asian literacies’, Chinese teaching and learning is a fragile undertaking in Australian schooling. The politicisation of CFL education, especially in the post COVID-19 era, has exacerbated public stereotypes concerning racism and multiculturalism in Australian classrooms today.

Drawing upon Bernstein’s theorisation and engagement framework, Wen Xu sketches out CFL education as a democratic space where power and control relations can be deliberately operated to reinforce engaging learning experiences. She suggests that pedagogic interventions in the name of social justice have the potential to make consequential differences in disadvantaged students’ life trajectories, and CFL education can be envisioned as an avenue towards socioeconomic mobility instead of being criticised as a platform opposing to liberal ideas. In turn, she provides insights into teaching younger age CFL learners in the global context, in terms of the structuring of pedagogy and curriculum.

Wen Xu’s research will be of interest to students and scholars in sociology of education, student engagement, pedagogy and curriculum, CFL education and languages education, as well as pre-service teachers and practitioners who teach Chinese as a Foreign Language.

Table of Contents

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

...
View More

Author(s)

Biography

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.