When East meets West: A practitioner inquiry of culturally responsive pedagogy in an Australian Chinese as a Foreign Language classroom

Abstract

A nuanced description of “what” (the curriculum) and “how” (the pedagogy) to teach in Chinese as a Foreign Language (CFL) education remains unexplored in existing scholarship. This paper addresses this paucity by undertaking a practitioner inquiry to explore the intersection of Eastern pedagogy and Western students in an Australian CFL classroom, with the aim of improving classroom practice and enhancing low socio‐economic status (SES) students’ learning experiences. Ten language lessons were segmented into phases and analyzed within the parameter of classification and framing theorized by Bernstein. An analysis of research journals and students’ focus groups shows culturally responsive pedagogy integrating constructivist and traditional Chinese approaches to teaching has the potential of inducting underprivileged students into knowledge about curriculum and language, providing them with linguistic capital and high aspirations for the future. Pedagogically, this article offers insights for CFL teachers to mediate Chinese and Western teaching beliefs and education schemas; practically, the findings glimpse the ways in which CFL education can be discursively constructed as a cultural agenda that (re)shapes the educational experiences of underprivileged students and mobilizes them into critical hopes that can be acted upon. This paper has important implications for foreign language theory building and for responding to the “back to basics” curriculum approach in schools serving disadvantaged communities.