A Multimodal Approach to Teaching Chinese as a Foreign Language (CFL) in the Digital World

Autor/inn/en	Han, Jinghe; Liu, Qiaoyun; Sun, Ruiyan
Titel	A Multimodal Approach to Teaching Chinese as a Foreign Language (CFL) in the Digital World
Quelle	In: International Journal of Computer-Assisted Language Learning and Teaching, 13 (2023) 1, (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2155-7098
Schlagwörter	Teaching Methods; Chinese; Second Language Instruction; Language Teachers; Orthographic Symbols; Written Language; Social Differences; Cultural Differences; Educational Technology; Technology Uses in Education; Second Language Learning; Foreign Countries; Teacher Researchers; Elementary Education; Intermode Differences; Learning Modalities; Australia + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; China; Chinesen; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Geschriebene Sprache; Sozialer Unterschied; Kultureller Unterschied; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Zweitsprachenerwerb; Ausland; Lehrerforschung; Elementarunterricht; Lernumgebung; Australien
Abstract	This research investigates a cohort of bilingual Chinese teachers' use of a multimodal approach in their Chinese as a foreign language (CFL) teaching. The data include the participants' CFL teaching practices and their reflections on multimodal teaching as recorded in their theses and a focus group discussion. The theoretical underpinning of this paper is based on Paivio's dual coding theory (DCT) and Kress's social-semiotic theory (SST). This research found that the teachers' multimodal use in CFL teaching demonstrated their research-informed committed endeavour in designing content specific activities to achieve pedagogical purposes, utilizing some digital technologies as a resource. The uniqueness of the written form of the Chinese language availed these teachers the opportunity to engage the multiple modes and advance their own understanding of multimodality as a concept. This research also found the teachers' meaning making through the multimodality did not always equate to that of their students' due to their social and cultural differences. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01