Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.582368
Title: How and why Mandarin Chinese is introduced into secondary schools in England
Author: Xie, Lida
Awarding Body: University of Warwick
Current Institution: University of Warwick
Date of Award: 2013
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Abstract:
This mixed design research doctorate seeks to explore the rationale for a selected sample of English schools that are introducing Mandarin Chinese as a new language, specifically, investigating the teaching goals and teaching methods that were applied. It also focuses on pupils’ views based on their personal learning experiences. This research starts with an overview of the research into the teaching and learning of Mandarin Chinese as a foreign language, globally, which was then narrowed down to the context of introducing Mandarin Chinese into the educational curriculum in England within the context of the relevant teaching approaches. The methodological approach of the research combined quantitative and qualitative methods. Interviews were conducted with two Head Teachers and five Heads of foreign language departments in order to investigate the rationale for a sample of schools deciding to introduce Mandarin Chinese and the current situation of teaching. Interviews with five Teachers of Mandarin Chinese were carried out to gather data in order to investigate teachers’ experiences in teaching Mandarin Chinese as a foreign language abroad. Additionally, data was collected through classroom observations, in total 59 lessons were observed to gather in-depth data to investigate teaching methods and teachers’ interaction with pupils during day-to-day practice. Data was also collected through a questionnaire survey sent to 84 pupils who participated in Mandarin Chinese language classes from a sample of five schools, which represented pupils’ views about the teaching and learning of Mandarin Chinese. Qualitative and quantitative data analyses revealed a range of factors that may contribute to the promotion of Mandarin Chinese in schools in England, for example, the impact on the global context; the schools’ needs and pupils’ professional development requirements. There are two teaching goals identified in this research: GCSE Chinese examinations and Asset Languages test. Teachers employed different teaching methods to meet various requirements for different teaching aims. The findings revealed several problems and challenges existing in current teaching and learning, such as school funding; teachers’ professional training; a shortage of suitable instructional materials; administrative infrastructures; and progression and continuity amongst others. Pupils’ feedback regarding their learning experiences showed that pupils had a positive attitude towards learning Mandarin Chinese; however, their motivation was affected by their teachers’ teaching methods and attitudes towards teaching Mandarin Chinese. This is not a not a comparative study, however, through different data gathered from GCSE and non-GCSE classes, the author commented on the differences in teachers and pupils’ experiences and opinions about teaching and learning Mandarin Chinese, as well as exploring their perceptions and reactions by investigating their experience of participating in and reflecting on this research.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.582368  DOI: Not available
Keywords: LB1603 Secondary Education. High schools ; PL Languages and literatures of Eastern Asia, Africa, Oceania
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