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Primary School Chinese Teaching: Developing the Child

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Teaching and Learning Chinese in Schools

Part of the book series: Palgrave Studies in Teaching and Learning Chinese ((PSTLC))

Abstract

In the last decade, primary school Chinese programmes have been an important site of growth in Australia, but there has been limited attention to pedagogy, resources, and teacher professional development for this sector. The chapter includes a brief background to the rationale of teaching languages to young children, and the learning needs in this age group. The chapter presents two school case studies. The first highlights how the teacher maximises learning and fun in the time-limited programme, through the use of music, movement, games, creative use of language, and strategies to build a sense of belonging. The second study focuses on the use of target language, and the challenges of a Content and Language Integrated Learning (CLIL) programme. The Quality Teaching Framework principles are used to identify how Intellectual content, Environment, and Significance are constantly evidenced.

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Authors and Affiliations

  1. School of Education, Macquarie University, North Ryde, NSW, Australia

    Robyn Moloney

  2. Department of International Studies, Macquarie University, North Ryde, NSW, Australia

    Hui Ling Xu

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  1. Robyn Moloney
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  2. Hui Ling Xu
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Moloney, R., Xu, H.L. (2018). Primary School Chinese Teaching: Developing the Child. In: Teaching and Learning Chinese in Schools. Palgrave Studies in Teaching and Learning Chinese. Palgrave Pivot, Cham. https://doi.org/10.1007/978-3-319-89372-3_2

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  • DOI: https://doi.org/10.1007/978-3-319-89372-3_2

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  • Publisher Name: Palgrave Pivot, Cham

  • Print ISBN: 978-3-319-89371-6

  • Online ISBN: 978-3-319-89372-3

  • eBook Packages: Social SciencesSocial Sciences (R0)

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