educational policies pose challenges for teachers to translate into practice,and the developed learning activities neither meet students’demands for future careers and social lives,nor guarantee classroom cooperation...educational policies pose challenges for teachers to translate into practice,and the developed learning activities neither meet students’demands for future careers and social lives,nor guarantee classroom cooperation or compliance.This paper takes up these concerns and attempts to articulate the possibilities of shifting pedagogic discourses to make Chinese learnable for students from low socio-economic status(SES)backgrounds.By applying Bernstein’s conceptualization of vertical and horizontal discourses(1999),I present two vignettes from a research project designed to induct underprivileged students into CFL learning in an Australian primary classroom.The potentially useful knowledge of Chinese language and culture was reorganized to constitute worthwhile pedagogical tools,interweaving both formal and informal discourses for students,recognizing relevance in personal and school lives.By offering a convincing explanation of effective CFL and its affordances for social equity and just education,this paper makes an original contribution to scholarly debate around structuring the CFL curriculum in the global context.展开更多
文摘educational policies pose challenges for teachers to translate into practice,and the developed learning activities neither meet students’demands for future careers and social lives,nor guarantee classroom cooperation or compliance.This paper takes up these concerns and attempts to articulate the possibilities of shifting pedagogic discourses to make Chinese learnable for students from low socio-economic status(SES)backgrounds.By applying Bernstein’s conceptualization of vertical and horizontal discourses(1999),I present two vignettes from a research project designed to induct underprivileged students into CFL learning in an Australian primary classroom.The potentially useful knowledge of Chinese language and culture was reorganized to constitute worthwhile pedagogical tools,interweaving both formal and informal discourses for students,recognizing relevance in personal and school lives.By offering a convincing explanation of effective CFL and its affordances for social equity and just education,this paper makes an original contribution to scholarly debate around structuring the CFL curriculum in the global context.
