ERIC Number: EJ1282315
Record Type: Journal
Publication Date: 2020
Pages: 10
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0022-0671
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Available Date: N/A
Reframing Genre-Based Pedagogy in a Chinese as a Foreign Language Classroom: A Transdisciplinary Perspective
Journal of Educational Research, v113 n6 p452-461 2020
Building upon the genre-based research in literacy and English as a Second language (ESL) education developed in Australia in the past three decades, this paper reframes a genre-based approach to teaching Chinese as a Foreign Language (CFL) in a primary classroom. Grounded in Bernsteinian sociology while also working in transdisciplinary dialogue with systemic functional linguistic perspectives, this approach to genre is illustrated with respect to CFL curriculum genres built in steps through power and control relations as well as phasal shifts in ideational, interpersonal and textual meanings. The paper identifies four CFL curriculum genres in a particular classroom and instantiates a curriculum genre of Chinese language learning through song that inducted disadvantaged students into the knowledge about language and subject contents. I argue that the reframed genre-based pedagogy, as a pathway to educational and social justice, can help teachers chart their lessons and has important implications for theory and practice.
Descriptors: Language Styles, Chinese, Second Language Learning, Second Language Instruction, Social Justice, Teaching Methods, Elementary School Students, Interdisciplinary Approach, Power Structure, Phrase Structure, Singing, Disadvantaged, Course Content, Foreign Countries, Linguistic Theory, Educational Sociology, Music Education, Pronunciation Instruction
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
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Identifiers - Location: Australia
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