The impact of beginning Mandarin teachers' knowledge on primary students' classroom engagement in Western Sydney schools

Abstract

What teachers know guides their action in their classroom practice and plays an indispensable role in students' learning. However, the impact of teachers' knowledge on students' learning has not been investigated in the field of Mandarin as a Foreign Language (MFL) teaching and learning. This research project aims to explore how the beginning Mandarin teachers' knowledge impacts on primary students' engagement in Western Sydney Regions. The teachers under study are all from the Research-Oriented, School-Engaged Teacher Education (ROSETE) Program in the School of Education, University of Western Sydney and they share a series of essential features. A qualitative case study is designed to make an intense investigation in the real-life context with great value of empirical perspective. The teacher-researcher is also included in the case as a member of the program. Three data collection methods are applied including observations, interviews and teachers-researchers' biographical narratives in order to enhance the validity and reliability of the research through triangulation. Authentic events in the MFL classroom including both teachers' teaching and students' learning were observed and recorded. Teachers' underlying knowledge is also explored to reason and reflect their classroom practice. Major findings indicate an integrated practical knowledge base for beginning Mandarin teachers including three main knowledge domains: knowledge of MFL as subject matter, knowledge of Australian students and their learning and knowledge of EFL as classroom language. These knowledge domains interact with each other and engage student in their MFL learning through demonstrating Chinese knowledge, contextualizing knowledge with students' life and learning from students. These three ways are conceptualized into three Chinese idioms as ????(xia n ru' we'i zhu?), ????(ru' xia ng sui' su') and ????(jia o xue' xia'ng zha?ng). ????(xia n ru' we'i zhu?) implies that beginning Mandarin teachers need to value and take advantage of Chinese knowledge they have to establish their teacher power in the MFL classroom. ????(ru' xia ng sui' su') refers to the great impact of connecting MFL classroom with the outer world which has great significance for students. ????(jia o xue' xia'ng zha?ng) suggests teachers learning while teaching so as to encourage and empower students' contribution to the MFL learning.

Date of Award	2013
Original language	English