Critical Chinese as an Additional Language Education in Australia: A Journey to Voices, Courage and Hope

Autor/inn/en	Xu, Wen; Knijnik, Jorge
Titel	Critical Chinese as an Additional Language Education in Australia: A Journey to Voices, Courage and Hope
Quelle	In: British Educational Research Journal, 47 (2021) 6, S.1635-1651 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Xu, Wen) ORCID (Knijnik, Jorge)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-1926
DOI	10.1002/berj.3747
Schlagwörter	Chinese; Second Language Learning; Second Language Instruction; Foreign Countries; Teaching Methods; Ethnography; Longitudinal Studies; Educational Theories; Disadvantaged; Cultural Pluralism; Student Diversity; Equal Education; Critical Theory; Transformative Learning; Correlation; Social Integration; Inclusion; Learning Processes; Australia + Suchen Sie Ihr Suchwort? China; Chinesen; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Ethnografie; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Educational theory; Theory of education; Bildungstheorie; Kulturpluralismus; Kritische Theorie; Pädagogische Transformation; Korrelation; Soziale Integration; Inklusion; Learning process; Lernprozess; Australien
Abstract	This article addresses key topics of Chinese as an Additional Language (CAL) education and classroom pedagogical practices. It reports on a 3-year ethnographic study within Australian schools to discuss dialogic pedagogical practices and students' aspirations. Based on Freire's conceptualisation of "conscientização" and banking education, the purpose of this article is therefore to unpack a journey to voices, courage and hope of a cohort of socially, linguistically and economically disadvantaged students in Western Sydney, one of the most culturally diverse regions in the country. Their experiences, responses, dreams and understanding of CAL education in multicultural Australia were thus captured. Our data shows that critical CAL education might point to some avenues for the educational equity agenda. By arguing that emancipatory and critical practices could enhance students to achieve consciousness and collective self-transformation, we aim to make a contribution to the literature on CAL and languages education, which all too often isolates from broader issues in educational theory. The article also adds to the limited research that engages with CAL classroom data. Our critical approach to CAL education illuminates the intersections between language and social inclusion. Considering the worldwide growing upheaval and scepticism around CAL education, we call for writing inclusive languages education and related pedagogical practices into the social inclusion agenda in Australia and internationally, for the teaching and learning of all additional languages. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01