Learning to speak Chinese through sociodramatic play : supporting non-background beginning learners in an Australian public school

Abstract

For Australian students whose everyday language of communication is English, learning to speak Chinese can be challenging, especially for beginning learners at a young age. This Action Research study investigates how the use of sociodramatic play impacts upon Year 1 students' spoken Chinese in an Australian public school. Specifically, this study addresses the following research questions: What preparatory teaching/learning activities are required before engaging Year 1 non-background beginning learners in Chinese-speaking sociodramatic play? How does the use of sociodramatic play help Year 1 non-background beginning learners' spoken Chinese? What challenges are associated with the use of sociodramatic play for teaching spoken Chinese to Year 1 non-background beginning learners, and how can these challenges be addressed? This Action Research study uses a qualitative approach over two cycles of teaching. Data collection methods include observation notes, reflective journals, feedback from mentor teachers and students, as well as student test results. Data were analysed using memo writing, initial and focused coding. Findings show that the use of sociodramatic play has provided a rich learning environment for Year 1 non-background beginning learners to improve their spoken Chinese. Key findings highlight differentiated teacher roles and responsibilities in addressing the challenges when preparing, coordinating, and scaffolding students' learning during sociodramatic play.

Date of Award	2018
Original language	English