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
Tags
pedagogic discourse
Chinese as a Foreign Language
disadvantaged students
engagement framework
classroom dynamics
learning experiences
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