Education

Engaging disadvantaged students in a Chinese as a Foreign Language classroom: Bernstein's pedagogic discourse as a bridge

W. Xu

This captivating study by Wen Xu dives into the dynamics of pedagogic discourse within a Chinese as a Foreign Language (CFL) classroom for disadvantaged 9-10-year-olds in Sydney, Australia. Discover how shifting pedagogic strategies can break through social barriers and enhance learning experiences for students.

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Playback language: English

Index

Abstract

This study explores pedagogic discourse in a Chinese as a Foreign Language (CFL) classroom with disadvantaged 9–10-year-olds in Sydney, Australia. Using audio recordings of lessons and student focus groups, and applying Bernstein's pedagogic discourse and the Fair Go Project's engagement framework, the findings suggest that consistently shifting pedagogic discourses can overcome students' social backgrounds and offer engaging CFL learning experiences. The study contributes to providing CFL practitioners and pre-service teachers with tools to plan and guide disadvantaged students.

Publisher

Humanities and Social Sciences Communications

Published On

Mar 04, 2024

Authors

Wen Xu

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