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

Part I Theory  1. Unpacking the contentious landscape of CFL education in Australia and beyond  2. Establishing a framework to explore pedagogic practices: Bernsteins 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

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 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 Australia today.

Drawing upon Bernsteins theorisation and engagement frl³>