Reframing genre-based pedagogy in a Chinese as a Foreign Language classroom: A transdisciplinary perspective

Wen Xu

The Journal of Educational Research, 2020, vol. 113, issue 6, 452-461

Abstract: Building upon the genre-based research in literacy and English as a Second language (ESL) education developed in Australia in the past three decades, this paper reframes a genre-based approach to teaching Chinese as a Foreign Language (CFL) in a primary classroom. Grounded in Bernsteinian sociology while also working in transdisciplinary dialogue with systemic functional linguistic perspectives, this approach to genre is illustrated with respect to CFL curriculum genres built in steps through power and control relations as well as phasal shifts in ideational, interpersonal and textual meanings. The paper identifies four CFL curriculum genres in a particular classroom and instantiates a curriculum genre of Chinese language learning through song that inducted disadvantaged students into the knowledge about language and subject contents. I argue that the reframed genre-based pedagogy, as a pathway to educational and social justice, can help teachers chart their lessons and has important implications for theory and practice.

Date: 2020
References: Add references at CitEc
Citations: View citations in EconPapers (1)

Downloads: (external link)
http://hdl.handle.net/10.1080/00220671.2020.1855095 (text/html)
Access to full text is restricted to subscribers.

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:taf:vjerxx:v:113:y:2020:i:6:p:452-461

Ordering information: This journal article can be ordered from
http://www.tandfonline.com/pricing/journal/vjer20

DOI: 10.1080/00220671.2020.1855095

Access Statistics for this article

The Journal of Educational Research is currently edited by Mary F. Heller

More articles in The Journal of Educational Research from Taylor & Francis Journals
Bibliographic data for series maintained by Chris Longhurst ().