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Bilingual Teachers’ Contextualization in Teaching Chinese as a Foreign Language in Australian Schools

Author

Listed:
  • Xufeng Ling

    (School of Foreign Languages, Huizhou University, Huizhou 516001, China
    Centre for Educational Research, Western Sydney University, Penrith, NSW 2751, Australia)

  • Jinghe Han

    (Centre for Educational Research, Western Sydney University, Penrith, NSW 2751, Australia)

  • Yue Ma

    (School of Foreign Languages, Huizhou University, Huizhou 516001, China)

Abstract

This research focuses on the practice of contextualization in teaching Chinese as a foreign language among a cohort of bilingual language teacher-researchers. It aims to extend the prevalent emphasis in the current literature that acknowledges the role of context in language education; however, these research studies primarily give voice to linguistic contexts or relegates context into a static physical space such as ‘environment’. This research is grounded in a social constructionism perspective whereby context is regarded as a dynamic relation-building process, or more accurately, a contextualizing process, enabled through various sociocultural activities. The data reveal that the teacher-researchers employed various forms of contextualization in teaching and linked these to particular teaching content through identifiable, purposeful activities, resulting in a variety of students’ responses. This research provides an evidence-based understanding of contextualization in CFL teaching for a more sustainable second language education.

Suggested Citation

  • Xufeng Ling & Jinghe Han & Yue Ma, 2023. "Bilingual Teachers’ Contextualization in Teaching Chinese as a Foreign Language in Australian Schools," Sustainability, MDPI, vol. 15(6), pages 1-14, March.
    • Handle: RePEc:gam:jsusta:v:15:y:2023:i:6:p:5564-:d:1103959
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    References listed on IDEAS

    as
    1. Wafaa Abdullah Alamri, 2018. "Communicative Language Teaching: Possible Alternative Approaches to CLT and Teaching Contexts," English Language Teaching, Canadian Center of Science and Education, vol. 11(10), pages 132-132, October.
    2. repec:thr:techub:10037:y:2122:i:1:p:60-75 is not listed on IDEAS
    3. Dyna Rose P. Pariscal & Ivy Gonzales-Aboy, 2022. "Practices in the Contextualization of the English Curriculum in the Public Secondary Schools," Technium Social Sciences Journal, Technium Science, vol. 37(1), pages 60-75, November.
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