Secondary School Chinese Teaching: Motivating the Adolescent

  • Robyn Moloney
  • Hui Ling Xu
Part of the Palgrave Studies in Teaching and Learning Chinese book series (PSTLC)


In the quality teaching of Chinese showcased in the two school case studies in this chapter, teachers’ lesson design and differentiation are tuned to adolescent learners’ linguistic, cognitive, and personal needs. The chapter is framed by an understanding of the latest research in motivation in language learning. The first case study focuses on motivational issues in beginner (non-heritage) learners, through the use of task-based learning and digital technologies, which offer creative opportunities for language use. The second case study focuses on quality provision for the composite class of both beginner and heritage learners, using technology to enable effective delivery, rapid feedback, and support independence in learners. Many practical examples of teachers’ practice in this chapter are again analysed against the principles of the Quality Teaching Framework.


Chinese teaching Secondary school Case studies Task-based learning Motivation Heritage learners Multi-level differentiation Quality Teaching Framework 


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Copyright information

© The Author(s) 2018

Authors and Affiliations

  • Robyn Moloney
    • 1
  • Hui Ling Xu
    • 2
  1. 1.School of EducationMacquarie UniversityNorth RydeAustralia
  2. 2.Department of International StudiesMacquarie UniversityNorth RydeAustralia

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