Implementing educational play to support Chinese language learning of students in Grade 5 and 6 in an Australian public school

Abstract

This thesis examines how educational play (a student-centred play that relates to the curriculum and builds on authentic language environment) can support Chinese language learning for students in Grades 5 and 6 in an Australian Public School. The study is part of the Research-Oriented School-Engaged Teacher Education (ROSETE) program, requiring members to do research and teach Mandarin in Australian local schools. The study presented in this thesis addressed two research questions: 1) how educational play can help students to engage in their Chinese language learning cognitively, affectively and operatively; 2) how such strategies can facilitate students' Chinese language learning and intercultural learning. Using qualitative action research, this research focused on eight selected students in Years 5 and 6 in the school of my Australian ROSETE placement as a trainee teacher. It built on observational data (observations by mentor; my reflective journaling; mentors' feedback), students' worksheets, and students' self-evaluative feedback. The data tracked the participating eight boys' learning during an educational play project. From the perspective of student engagement, this research suggests that educational play can generate a positive influence on students' affective engagement and then cognitive engagement. At the same time, the study does not show significant change in students' operative engagement. This study also examines participants' language learning outcomes and intercultural development. Whilst the educational play project did not show a significant value for the participating students' language learning, it appears to have had a positive value for students' intercultural capabilities. This study evaluated the effect of educational play on students' learning, which makes a clear contribution to research on Chinese language teaching. Moreover, it benefits future beginning Chinese teachers understanding of bilingual teaching and their professional development.

Date of Award	2021
Original language	English