Robyn Moloney

Providing a bridge to intercultural pedagogy for native speaker teachers of Chinese in Australia

Language pedagogy in Australia, North America and Europe has been influenced in the past 20 years by a sociocultural understanding of language and culture, which has asked teachers to adopt an intercultural approach, integrating critical cultural reflection within language learning. Due to the diversity of backgrounds, however, different groups of teachers need to make sense of this new pedagogy using their own particular cultural lens. This paper examines the engagement of native-speaker teachers of (Mandarin) Chinese with the principles of intercultural language pedagogy. It is located within the context of calls for more successful learning of Chinese in Australian schools. Data derive from the implementation of a one-day course in intercultural language pedagogy for 20 native speaker teachers of Chinese. Pre- and post-course surveys and a number of interviews were analysed to identify teacher needs, and to track changes in understanding and intended practice. Findings demonstrate the positive impact of the intervention on teacher understanding and practice. They also raise the question of Western cultural assumptions inherent in the intercultural discourse approach, and its ability to include and address the perspectives and practices of Chinese teachers. They also highlight the need for more training to provide a cultural bridge between pedagogies.

Transitioning beliefs in teachers of Chinese as a foreign language : an Australian case study

Abstract With the economic rise of China, there is global demand for effective teaching and learning of Chinese as a foreign language (CFL). There has been limited sustained success in Chinese language learning in Australian schools, however, and this has been attributed, amongst other factors, to pedagogy employed by teachers. Today, it is commonplace to understand that educational background influences teacher beliefs which in turn impact pedagogical transition in overseas teaching environments. This exploratory case study reports qualitative analysis of interviews with nine school teachers of CFL in New South Wales, Australia. The study mapped three groups of beliefs within the Chinese teacher group, namely, beliefs which align with principles of traditional Chinese education, beliefs which align with constructivist learning principles and beliefs in transition between. All teachers in the CFL teacher community of practice could be said to be in a fluid process of transition, to find new pedagogical identities and best practice. This study’s findings as to transitioning beliefs, and the study’s recommendations, are of significance in the design of more effective teacher training suitable to achieve successful learning outcomes in Chinese foreign language classrooms.

The effect of intercultural narrative reflection in shaping pre-service teachers’ future practice

Teachers’ development of critical cultural skills is integral to their awareness of what and how they teach as well as how they communicate with students in the multilingual, multicultural classrooms of today. This research reports the analysis of 33 pre-service teachers’ written narrative reflections. The reflective writing task was designed to elicit description and analysis of their experiences of linguistic and cultural difference (termed ‘intercultural’). The study examined what learning is afforded by the reflective task and how this learning is evaluated by the participants. The reflective narratives were analysed using a four-type model to identify writing characteristics and degree of intercultural awareness. Findings show that overall, the reflective narrative was a catalyst for critical intercultural understanding for the pre-service teachers, was effective in supporting personal affirmations of background and prior knowledge, and sharpened awareness of their role in opening up critical cultural thinking in their future classrooms. This study demonstrates that a structured reflective narrative task can enhance an active and continuous process of personal and professional growth for all teachers.

Intercultural Competence in Tertiary Learners of Chinese as a Foreign Language: Analysis of an Innovative Learning Task

This chapter presents the findings of a project designed to support development of student intercultural competence and critical thinking, innovative in the context of undergraduate Chinese language study.

Taking the Initiative to Innovate: Pedagogies for Chinese as a Foreign Language

This chapter frames the history and rationale for a research-based examination of new modes of teaching and learning within Chinese as a Foreign Language (CFL). The chapter investigates the nature of innovative pedagogies, offers a brief overview of the history of the teaching of CFL, identifies the current challenges in CFL, and observes new developments emerging through recent CFL research publications. The chapter highlights three areas of teacher knowledge needed: understanding of learners, understanding of teachers themselves, and understanding of resources available which offer new opportunities. Integrating learner, teacher and technology, the chapter concludes with an overview of the studies in the volume. The chapter both disseminates innovative work being done in CFL, to create a greater circle of influence, and exemplifies an inclusive diversified and creative community of practice for CFL.

Quality Teaching in Different Contexts: What Can We Learn From These Case Studies?

This chapter offers a synthesis of what we can take from the project’s case studies and apply it in Chinese classrooms to enhance teacher practice and student learning. The chapter details how the dimensions and elements of the Quality Teaching Framework are reflected in the teachers’ practices and their impact on the learners. The focus is widened to note that successful classroom teaching and learning is supported in all five schools by broader school strategies and collaboration. The chapter looks ahead and reflects on a changing Community of Practice for teachers of Chinese, where a diversity of approaches and innovation are encouraged. The chapter concludes with suggestions of how the book can be used for teacher professional development.

The Use of Digital Technologies in Quality Teaching of Chinese

This chapter features the application of digital technologies from our case study secondary teachers’ practice, to illustrate the changes occurring in the learning and teaching of Chinese. New technologies can greatly facilitate students’ own initiative, providing them with personalised learning opportunities to make choices, to create tasks, to use games, to interact with others, to explore media, and to engage in language and culture simulations. The chapter details the specific affordance of technologies in the various areas of learning including acquisition of characters, speaking, writing, vocabulary and grammar, independent learning, learning and teaching management, and differentiated learning. The chapter summarises the benefits to students and teachers, in supporting motivated quality teaching and learning of Chinese.

Identifying Quality Teaching in Chinese

This chapter examines the background issues of the book, providing the rationale for conducting and analysing the school case studies. The aim of the book is to provide examples of quality Chinese teaching, as a resource for professional development of teachers of Chinese, to impact practice in Australia and globally. The challenges of teaching Chinese in schools includes issues of motivation in learners, multi-level classes, and the need for school support. The principles of the Quality Teaching Framework (DET, Quality teaching in NSW public schools. A discussion paper. State of NSW Department of Education and Training Professional Support and Curriculum Directorate, 2003) and its constructivist approach to learning, form the analytical framework against which the teachers’ practice is evaluated. In two primary schools and three secondary schools in Sydney, classroom observation and in-depth interviews with the teachers were conducted and analysed. In the secondary schools, focus group interviews were also carried out with the students. The chapter includes an overview of the primary and secondary school case studies, the use of digital technologies in teaching Chinese, and a synthesis and reflection.

Secondary School Chinese Teaching: Motivating the Adolescent

In the quality teaching of Chinese showcased in the two school case studies in this chapter, teachers’ lesson design and differentiation are tuned to adolescent learners’ linguistic, cognitive, and personal needs. The chapter is framed by an understanding of the latest research in motivation in language learning. The first case study focuses on motivational issues in beginner (non-heritage) learners, through the use of task-based learning and digital technologies, which offer creative opportunities for language use. The second case study focuses on quality provision for the composite class of both beginner and heritage learners, using technology to enable effective delivery, rapid feedback, and support independence in learners. Many practical examples of teachers’ practice in this chapter are again analysed against the principles of the Quality Teaching Framework.

Primary School Chinese Teaching: Developing the Child

In the last decade, primary school Chinese programmes have been an important site of growth in Australia, but there has been limited attention to pedagogy, resources, and teacher professional development for this sector. The chapter includes a brief background to the rationale of teaching languages to young children, and the learning needs in this age group. The chapter presents two school case studies. The first highlights how the teacher maximises learning and fun in the time-limited programme, through the use of music, movement, games, creative use of language, and strategies to build a sense of belonging. The second study focuses on the use of target language, and the challenges of a Content and Language Integrated Learning (CLIL) programme. The Quality Teaching Framework principles are used to identify how Intellectual content, Environment, and Significance are constantly evidenced.