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Making Chinese Learning Enjoyable

Making Chinese Learning Enjoyable. ---A Case Study on a Chinese Community College. Research Questions. 1) How is CLT (Chinese language teaching and learning) conducted in this college? 2) What are students’ attitudes to CTL? 3) How is teachers’ work?

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Making Chinese Learning Enjoyable

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  1. Making Chinese Learning Enjoyable ---A Case Study on a Chinese Community College

  2. Research Questions 1) How is CLT (Chinese language teaching and learning) conducted in this college? 2) What are students’ attitudes to CTL? 3) How is teachers’ work? 4) What has the school done to assist CLT?

  3. Key characteristics of Chinese teaching and learning culture 1 Teachers: highly-respected / controller 2 Students: diligent / attentive being disciplined taking notes/ doing exercises/ homework 3 Serious learning/teaching atmosphere 4 Learning / teaching by drilling/ imitating/ memorising / doing exercises 5 Teachers’ beliefs : Practice makes perfect/ Quantity decides quality

  4. General Beliefs * Chinese is very difficult * Chinese learning is time-consuming * Chinese teachers lack training and work experiences * Chinese teaching pedagogy conflicts with locals’ learning habits

  5. Research Context Introduction of the Community College 1) History (NPO / 20 years’) 2) Goals 3) Organisation 4) Teachers 5) Students

  6. Introduction of the college ***Organisation Community Association CMC PMC Principal Teachers

  7. Introduction of the college ****Teachers: 22 *Language Background (none with English as L1)

  8. Introduction of the college * Education Background ( EB) / Language Education Background

  9. Introduction of the college * Working Experiences (all with language teaching experiences) (three of them work at WA government or private schools)

  10. Introduction of the college *****Students: 330* (range from Kindy to Year 12 plus one adult class) ( few with 3+ years’ education experience in a Chinese speaking area or country)

  11. Research Methods * Interviews 1) teachers 2) student groups 3) parents 4) principal and community leader * Questionnaires 1) to teachers 2) to students 3) to parents

  12. Findings 1 Responses from Students and Parents 1Although some are pushed by parents, they show a favourable attitude to learning Chinese. 2 They can feel a sense of achievement. 3 Chinese is interesting but difficult in reading and writing. 4 Chinese classes are interesting. However, when asking to compare to their daily school L2 class, there are differences: a textbooks ( There are few conversations! ) b fewer activities/ games (One word after another, one sentence after another.) c learning atmosphere ( Teacher does not smile. ) d simple teaching strategies (Please follow me read three times! copy one word three times! drill/ imitate/ memorise/ dictate/recite… e teachers’ English ( I can’t understand! )

  13. Findings 2 Voices from teachers: 1 They love and enjoy their work. 2 They think it quite challenging. 1) Different class culture (They often ask for games, more games! ) 2) Different views on language teaching ( I am not only teaching knowledge but a skill! ) 3) Different teaching-methods (Should have more interactions) 4) Class management ( So noisy, out of control!!!) 5) English proficiency (Yes, sometimes I can’t explain clearly or make myself fully understood ) 3 Their strategies/effort to adapt to the work 1) self-reflection ( I adjust according to students responses! I do reflect my teaching after each class) 2) getting advice from colleagues ( Discussing with colleagues help a lot!) 3) learning from students (They are all teaching assistants! I often ask them for advice) 4) further education to improve ( I have enrolled in diploma in teaching )

  14. Findings 3 Responses from CMC and PMC 1 School goals 2 Problems: qualified teachers / teaching resources 3 Efforts/measures being done: 1) Recruitment : three key factors considered-- Australian school work experience / language proficiency / language education experience ) 2 ) Teaching resources 3) Professional training programs 4 ) Teachers meeting each month (‘school teachers’ play a key role) 5 ) Parents meeting each month 6) Seeking assistance from CLTAWA

  15. Implications Changes can be made to make CLT enjoyable: * Teaching methods * Class management * language proficiency * Language teaching pedagogy : ( For communication, not for word recognition competition) Necessary support to make qualified teachers of Chinese * Education organizations * School * Teachers themselves THANK YOU : )

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