Routine Literacy Practices as a Cultural Agenda: Children’s Experiences of Writing “Difficult” Chinese Characters in Australia

IF 1.5 2区 文学 Q2 EDUCATION & EDUCATIONAL RESEARCH Journal of Language Identity and Education Pub Date : 2023-09-20 DOI:10.1080/15348458.2023.2252515
Wen XU, Stahl Garth
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Abstract

ABSTRACTThis paper illustrates how spaces were created for children from culturally and linguistically diverse backgrounds to emotionally engage in traditional Chinese literacy practices in a primary school in Sydney, Australia. The ethnographic data allow insight into how ordinary activities organised around character tracing and writing can pedagogically evoke students’ “discomforting” emotions while socialising them into ways of becoming and embodying a “real Chinese.” By providing a range of alternative readings that counter and challenge the hegemonic and essentialised discourses, we instantiate that repetitive, non-challenging Chinese literacy practices are charged with a cultural agenda that teaches the students to think, behave and feel (or be) “more Chinese” in CFL learning and their interface with Chinese communities. Such work has implications for future research agenda in the Australian and global context regarding how students’ emotional experiences help shape and reshape their emerging and dynamic learner identities when pedagogies of discomfort are implemented in foreign languages education.KEYWORDS: Chinese charactersChinese language and cultureidentitypedagogies of discomfort Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsWen XUWen XU is Assistant Professor at Shanghai Jiao Tong University. Research interests focus on language policy and planning, international students/migrants and Chinese language education.Stahl GarthStahl Garth is Associate Professor at the University of Queensland. His research interests focus on the relationship between education and society, socio-cultural studies of education, student identities, equity/inequality, and social change.
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作为文化议程的日常读写实践:澳大利亚儿童书写“困难”汉字的经验
摘要本文阐述了在澳大利亚悉尼的一所小学,如何为来自不同文化和语言背景的儿童创造空间,让他们在情感上参与传统的汉语读写活动。民族志数据让我们了解到,围绕汉字描摹和写作组织的普通活动如何在教学上唤起学生的“不安”情绪,同时将这些情绪社会化,使其成为并体现“真正的中国人”。通过提供一系列替代读物来反击和挑战霸权主义和本质化的话语,我们举例说明,重复的、非挑战性的中国读写实践被赋予了一种文化议程,这种文化议程教导学生在汉语教学中思考、行为和感觉(或成为)“更中国”,并与中国社区互动。这些工作对澳大利亚和全球背景下的未来研究议程具有启示意义,即当不适教学法在外语教育中实施时,学生的情感体验如何帮助塑造和重塑他们新兴的动态学习者身份。关键词:汉字;中国语言与文化;识别类型;不适类型披露声明作者未报告潜在利益冲突。作者简介徐文,上海交通大学助理教授。主要研究方向为语言政策与规划、国际学生/移民、汉语教育。Stahl Garth是昆士兰大学的副教授。他的研究兴趣主要集中在教育与社会的关系、教育的社会文化研究、学生身份、公平/不平等和社会变革。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
5.70
自引率
5.90%
发文量
63
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