An exploration of embedding intercultural knowledge to engage students in Chinese language learning : a bilingual beginning teacher's Xingzhi/action research project

Abstract

As a participant in the ROSETE program (a partnership between the Ningbo Education Bureau, the University of Western Sydney and the NSW Department of Education and Communities), the teacher-researcher undertook study for a Master of Education degree while at the same time undertaking a Chinese language teaching assignment in a western Sydney public school. The teaching assignment was the context for the research which sought to explore the question: How can a teacher-researcher, implementing teacher Xingzhi/action research, design Chinese lessons through embedding intercultural knowledge to support students' understanding and learning of Chinese language and culture? Three contributory research questions were proposed which were designed to further refine the research. These questions related to embedding intercultural perspectives when: 1) selecting appropriate content for Chinese language teaching and learning, 2) implementing scaffolding strategies to support students' learning, and 3) designing activities for interactive Chinese language learning experiences. The methodology chosen to explore these questions was teacher Xingzhi/Action Research which links 'hands on'/action with the 'mind'/observation and reflection. The Xingzhi/Action Research cycles were implemented throughout the Chinese language teaching and learning experiences and followed four steps: 1) Planning the lessons, 2) Taking action""delivering the lessons, 3) Data collecting""observing students' performance, and 4) Reflection""analyzing the recorded self-reflections and observations. The improvement of subsequent lessons was the aim and the teacher-researcher used the findings from these improved Chinese language teaching and learning lessons to devise a framework for lesson content selection, implementation of scaffolding strategies and the design of interactive intercultural activities to make Chinese learnable for young beginning learners. The evidentiary Chapters 4, 5, and 6 have provided an in-depth exploration and analysis of the three contributory research questions. Chapter 7 has presented the overall findings in the form of a framework (or set of guidelines) that could be considered by Chinese language teachers in western educational contexts. The limitations of this research study and recommendations for further study and research in this area have been highlighted.

Date of Award	2016
Original language	English