Chinese Program Activities
A program of activities was developed to demonstrate the use of community resources in the teaching of Chinese (Mandarin).
This program utilised two resources:
- Shops and shopkeepers (See pictures - right)
The visible symbols and signs of the Chinese language in the shop fronts of a suburb and the presence of shopkeepers who speak the language provide the context for teaching linguistic functions such as location, direction and shopping. - The mixed backgrounds of students in the class
The implementation of the program of activities involves:
A conceptual framework:
This provides an overview of how community resources can be linked and integrated into a coherent program of activities for students learning a community language.
Classroom organization:
To promote the sharing of language among students, peer-based learning in small groups can be an alternative to the traditional teacher-centred or lock-step classroom.
Classroom strategies:
Some specific strategies can increase the effectiveness of a peer-based learning classroom.
A syllabus:
The activities, which include going into the community and interacting with community members, are organized into a module consisting of three units of work based on the syllabus for Second Language Program at Year 9 level.
Activities:
Students complete a series of tasks in order to gain understanding and develop skills in the use of various linguistic functions.
Keys to success:
To make the program a success, it is important to consider the role of teachers, the design of tasks, effective and flexible grouping of students.
These activities were designed and developed by Irene Liem.