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Engaging native speakers in language scaffolding in a Chinese classroom

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Title:Engaging native speakers in language scaffolding in a Chinese classroom
Authors:Kong, Kaishan
Keywords:Chinese
peer scaffolding
native speakers
interaction
corrective feedback
Date Issued:01 Oct 2021
Publisher:University of Hawaii National Foreign Language Resource Center
(co-sponsored by American Association of University of Supervisors and Coordinators; Center for Advanced Research on Language Acquisition; Center for Educational Reources in Culture, Language, and Literacy; Center for Open Educational Resources and Language Learning; Open Language Resource Center; Second Language Teaching and Resource Center)
Citation:Kong, K. (2021). Engaging native speakers in language scaffolding in a Chinese classroom. Second Language Research & Practice, 2(1), 41-64. http://hdl.handle.net/10125/69857
Abstract:The study reported in this article was carried out in a Chinese language class at the college level to explore the benefits and challenges of language scaffolding through interactions between pairs consisting of a Chinese as a Foreign Language (CFL) learner and a Chinese Native Speaker (CNS). The CNSs were international students on campus. CNS and CFL learners formed tandem learning dyads to support each other’s language and exchange cultural knowledge on given topics. Data included students' discussions, writing samples, and reflective interviews. Research findings revealed that the CNS provided corrective feedback through various strategies and that the CFL learner’s Chinese was improved through language correction and language expansion. However, a number of challenges emerged for future improvement, including a lack of training on providing corrective feedback, unstable partnerships, and time constraints. This article includes suggestions for language program directors and instructors as they consider how to include their international student body in curriculum design.
URI:http://hdl.handle.net/10125/69857
ISSN:2694-6610
Volume:2
Issue/Number:1
Appears in Collections: Volume 02 - Issue 1


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