Given Australia's growing relationship with China, Chinese language learning is promoted in schools. However, high dropout rates among non-Chinese background learners highlight challenges in CFL education, particularly the pedagogy employed. Teacher-centered approaches, common among native Chinese-speaking teachers, often fail to engage students. While innovative CFL pedagogies exist, research on the micro-level interactions and language use within classrooms is limited. This study investigates the nature of pedagogic discourse in a CFL classroom and identifies types of discourse that promote engagement among disadvantaged students. The researcher, a teacher-researcher, uses their experiences with underprivileged students to inform the study, recognizing that successful CFL implementation requires nuanced understanding beyond standardized models. The study focuses on a specific lesson reflecting typical teaching patterns, aiming to offer guidance for improved CFL programs within the Australian context, contributing to the social inclusion agenda.

The promotion of CFL education in Australia is linked to geopolitical interests and aims to foster multilingualism and global citizenship. However, high dropout rates (as high as 95% before Year 10) underscore the limitations of current pedagogical approaches. Teacher-directed methodologies clash with constructivist learning principles prevalent in Australian education. Existing research highlights the need for more contextualized and learner-centered approaches. This study addresses the lack of research into the specific language used by teachers and students in the classroom, focusing on pedagogic discourse. Bernstein's theory of pedagogic discourse, encompassing classification (structure relations) and framing (interactional practices), serves as a primary analytical tool. This framework investigates how power relations and knowledge transmission affect learner identity and engagement. The Fair Go Project's (FGP) engagement framework, emphasizing cognitive, affective, and operative learning experiences, provides further insight into student perceptions and experiences.

This practitioner inquiry involved the teacher-researcher teaching at a primary school in Greater Western Sydney, Australia, for three years. Data were collected through audio recordings of 25 lessons (transcribed) and four student focus groups (also transcribed). The school's student population reflects a super-diverse cultural profile, with a significant proportion of students from low socioeconomic backgrounds. Ethical approval was obtained, and informed consent secured from parents/caregivers and students. The audio-recorded lessons were segmented into four phases (Review, Introduction, Input, Constructivist activities) based on shifts in ideational, interpersonal, and textual meanings. Bernstein's framework (classification and framing—stronger (+) or weaker (−)) was used to analyze lesson transcripts, coded as C+/C−/F+/F−. The FGP's engagement framework (cognitive, affective, and behavioral engagement) guided the analysis of student focus groups. A specific lesson, well-received by students and representative of typical teaching practices, was selected for detailed analysis, demonstrating how shifting pedagogic discourses contribute to engagement.

The analysis of a selected lesson revealed a dynamic interplay of classification and framing across four phases. The Review phase exhibited strong classification and framing, with the teacher maintaining control over knowledge selection and sequencing. The Introduction phase showed a shift towards weaker framing, as students participated more actively in watching a video. The Input phase returned to stronger classification and framing, focusing on teacher-led pronunciation practice. The Constructivist activities phase displayed the weakest classification and framing, as students engaged in collaborative problem-solving using mathematical concepts and Chinese numbers. This shift to weaker classification and framing allowed students to connect prior knowledge (mathematics) with CFL learning, promoting higher-order thinking and active participation. Student focus groups corroborated these findings, highlighting high levels of operative, affective, and cognitive engagement when the pedagogy incorporated more flexible, collaborative activities. Students described activities with weaker framing as 'fun' and facilitating better learning. Contrastingly, stronger framing, while initially creating focus, might appear less engaging for some students in the long run.

The study demonstrates that strategically shifting pedagogic discourses (classification and framing) can significantly improve engagement among disadvantaged students. The dynamic interplay between teacher-controlled and student-controlled aspects of the learning process fosters both cognitive and affective engagement. Weaker framing in particular promotes a more inclusive and participatory learning environment. This approach counters the stereotype of low-level tasks in primary school Chinese programs, instead encouraging students to utilize prior knowledge and engage in more challenging activities. The findings support the notion that engaging pedagogy is crucial for fostering the linguistic and cultural capital of disadvantaged students, potentially leading to enhanced social mobility.

This research contributes to CFL education by demonstrating the effectiveness of shifting pedagogic discourses to enhance student engagement. The findings offer practical tools for pre-service teachers and practitioners, showing how to design lessons that align with Australian educational principles while promoting equity and inclusion. Future research could explore the long-term impacts of this approach on student achievement and social mobility and expand the model to other languages and educational contexts.

The study is based on a single classroom and a limited number of lessons. The findings might not be generalizable to other contexts. While the teacher-researcher's perspective provides valuable insights, the researcher's presence could have influenced student responses. Further research with a larger, more diverse sample would strengthen the study's generalizability.