Early years exposure to Mandarin as second language vocabulary learning through play: a case study in Australia

Abstract

The importance of second language (L2) learning in the early years cannot be more emphasised in the discourse of language education. This is because at this young stage, compared with adults, children are prone to acquiring a second language naturally and effortlessly. Despite the preponderance of research on adults' second language acquisition within applied linguistics and education (Oliver, Philp & Mackey, 2008), scant attention has been paid to the intersection of play-based learning and children's second language development. While play-based pedagogy is widely implemented in Australian early childhood settings to align with child-centred and age-appropriate curricula, the literature lacks a comprehensive exploration of how play facilitates second language learning in this context. Consequently, this study seeks to delve into the nuanced relationship between play- based learning and Mandarin language acquisition, particularly focusing on early vocabulary development, to fill this notable gap in the literature. This research is a response to the national policy in education in Australia, which promotes play-based learning as a mandated approach in all early childhood settings (Australian Government Department of Education [AGDE], 2022). Its benefits have been endorsed by many empirical studies (Bodrova & Leong, 2008; Elvin, Maagerø & Simonsen, 2007; Fleer, 2011; Fleer, 2022; Presser, Clements, Ginsburg & Ertle, 2015; Tal et al., 2008; Wohlwend, 2008). The study aims to contribute to that discourse and expand it with new ideas for enhancing pedagogy, curriculum, and policy. With a strong focus on vocabulary, the existing project does not look at the outcomes of child learning but rather unpacks the process of how learning progresses in the social environment of childhood services. Ultimately, the ambition of the study is to link practices from the industry to academic theorisation, to further inform the field’s practitioners. The study employed a qualitative/illuminative/exploratory case study approach, focusing on six children aged three to five over a period of nine months in a bilingual childcare centre in northern Sydney. Data collection methods included video and audio recordings, interviews, stimulating conversations with the children, and diary records/work journal writing. These data were triangulated and analysed using discourse and thematic analysis techniques to uncover how play-based learning facilitates Mandarin vocabulary acquisition and communication in young children. As data were processed through a combination of discourse and thematic analysis, two key findings emerged. The first showcases how children transform incomprehensible input into comprehensible input with the support of play. The second reveals how children move from Mandarin vocabulary comprehension to communicative output through play. The study underscores the significance of play-based learning in early childhood education for enhancing second language acquisition, particularly in Mandarin vocabulary development and communication skills. These insights offer practical guidance for educators and policymakers to integrate play-based pedagogy effectively into language education policies and practices, fostering inclusive and effective learning environments for young language learners.

Date of Award	2024
Original language	English
Awarding Institution	Western Sydney University
Supervisor	Ruying Qi (Supervisor)