Teaching+Approaches


 * Visual, spatial and hands-on approach

Most educators say that Chinese (culture and characters) can be well introduced to young non-background students at their early stage of learning in a way children learn much better --with a visual, spatial and hands-on approach (Gardner, 1993). Since many Chinese characters come from referents (look like a picture).Once student become familiar with what a character looks like, they can link the new knowledge to their existing knowledge easier.


 * Adopt separate tracks for oral and written Chinese

Some educators believe that there is a two-track system of reading and writing. It is necessary to use different methods and different materials in teaching young children read and write. Moreover, the students are overwhelmed by practicing both on oral and written language.


 * Intercultural language learning approach

“It is the language that reflects the culture and not the other way around”  Dr John Lando, Talking About Languages DVD, DEECD 2010

Teaching of Culture is a Central Part of Language Teaching. Cultures shape the way language is structured and the ways in which language is used. Intercultural language learning approach (L. & Kohler, M. 2003), which will develop

---understanding and valuing all languages and cultures

---understanding and valuing one's own language(s) and culture(s)

---understanding and valuing how to mediate among languages and cultures developing


 * Benefits of engaging language student with ICT

With the use of ICT students will be able to find massive resources online while learning language; culture learning will be integrated into the language skills. Nowadays, ICT is used both at home and at school. It facilitates both teacher-centered and classroom-based learning but empowers students in their own personalized learning acquiring individual responsibility. ICT meet students’ needs in different levels and abilities. Many quieter children who often either struggle to be heard or lack the confidence to practice speaking Chinese, or children who don’t speak or listen Chinese at home, use ICT as an outlet to make their voice heard and their learning seen. It provides evidence of their learning.

ICT is an excellent tool to assess students speaking and listening skills, and it motivate children and build up their confidence in learning Chinese.


 * References: **

Lando, J. (2010 ) //Talking About Languages DVD//, DEECD

Liddicoat, A.J., Scarino, A., Papademetre, L. & Kohler, M. 2003, Report on intercultural language learning, p.46. Canberra: Commonwealth Department of Education, Science and Training