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OverviewThis 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 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. Full Product DetailsAuthor: Wen Xu (East China Normal University, China)Publisher: Taylor & Francis Ltd Imprint: Routledge Weight: 0.453kg ISBN: 9781032155876ISBN 10: 1032155876 Pages: 192 Publication Date: 25 September 2023 Audience: College/higher education , Tertiary & Higher Education Format: Paperback Publisher's Status: Active Availability: In Print  This item will be ordered in for you from one of our suppliers. Upon receipt, we will promptly dispatch it out to you. For in store availability, please contact us. Table of ContentsPart 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. ConclusionsReviewsAuthor InformationWen 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. Tab Content 6Author Website:Countries AvailableAll regions |
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