Designing for Diversity in Aotearoa / New Zealand Chinese Language Classrooms

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aut.relation.endpage136216882311679
aut.relation.journalLanguage Teaching Research
aut.relation.startpage136216882311679
dc.contributor.authorQi, GY
dc.contributor.authorSun, SYH
dc.contributor.authorCarvalho, L
dc.date.accessioned2023-05-30T02:07:55Z
dc.date.available2023-05-30T02:07:55Z
dc.date.issued2023-04-18
dc.description.abstractThere has been an increased interest in teaching and learning Chinese language across many schools in Aotearoa / New Zealand (NZ). Chinese language teachers, particularly those new to the Aotearoa/NZ schools and education system, are confronted with (1) an educational environment that calls for learner-centred pedagogies and (2) an increasingly diverse classroom that requires these teachers to adopt pedagogical strategies that address and cater for diversity. In response to these needs, this article discusses a case study of a research-informed professional development (PD) workshop designed to support Chinese language teachers to (1) identify ways that diversity manifests in the Aotearoa/NZ classroom and (2) figure out how to design for learning whilst accounting for diversity in Aotearoa/NZ. The workshop promoted a discussion on diversity from an inclusive, heterogeneous perspective, and introduced teachers to contemporary conceptual ideas connected to ‘teaching-as-design’, and to the Activity-Centred Analysis and Design (ACAD) framework. Teachers (N = 19) were randomly assigned to groups of three to five. Groups were encouraged to collaborate on the design of learning tasks that incorporated TBLT (Task-Based Language Teaching) and addressed diversity in the classroom. Analysis of their design activities and produced artefacts reveals that teachers’ understanding of diversity comprised many characteristics, they held a positive attitude towards being responsive to diversity, and were able to experiment with new design concepts and ideas using the ACAD toolkit. In particular, teachers were able to successfully expand the design of their learning tasks to include social and material design elements to address learner diversity. Findings also reveal teachers’ emerging awareness of their dual role as facilitators and as teacher-designers.
dc.identifier.citationLanguage Teaching Research, ISSN: 1362-1688 (Print); 1477-0954 (Online), SAGE Publications, 136216882311679-136216882311679. doi: 10.1177/13621688231167933
dc.identifier.doi10.1177/13621688231167933
dc.identifier.issn1362-1688
dc.identifier.issn1477-0954
dc.identifier.urihttps://hdl.handle.net/10292/16190
dc.languageen
dc.publisherSAGE Publications
dc.relation.urihttps://journals.sagepub.com/doi/10.1177/13621688231167933
dc.rights.accessrightsOpenAccess
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/
dc.subject4704 Linguistics
dc.subject3901 Curriculum and Pedagogy
dc.subject3903 Education Systems
dc.subject3904 Specialist Studies In Education
dc.subject39 Education
dc.subject47 Language, Communication and Culture
dc.subject4 Quality Education
dc.subject1302 Curriculum and Pedagogy
dc.subject1702 Cognitive Sciences
dc.subject2004 Linguistics
dc.subjectLanguages & Linguistics
dc.subject3901 Curriculum and pedagogy
dc.subject4703 Language studies
dc.titleDesigning for Diversity in Aotearoa / New Zealand Chinese Language Classrooms
dc.typeJournal Article
pubs.elements-id504959
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