Pedagogic Practices, Student Engagement and Equity in Chinese as a Foreign Language Education

Part I Theory 1. Unpacking the contentious landscape of CFL education in Australia and beyond 2. Establishing a framework to explore pedagogic practices: Bernstein's pedagogic device 3. Moving theory into practice: Student (dis)engagement 4. The study Part II Pedagogical changes 5. Curriculum Genre (1): Chinese language learning 6. Curriculum Genre (2): Chinese culture learning 7. Curriculum Genres (3) and (4): Chinese language learning through song and interacting with Chinese peers through video conferencing 8. Pedagogical perspectives from students and the classroom teacher 9. Conclusions

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CFL Education;Chinese as a Foreign Language;Student Engagement;CFL;Chinese Language Learning;languages education;Curriculum Genre;sociology of education;CFL Classroom;pedagogy and curriculum;Engaging Messages;CFL Learner;pedagogic practices;Chinese Culture Learning;equity;CCP;Stronger Classification;practitioner inquiry;Social Reproduction;Research Journal;Review Phase;Control Relations;Low SES Student;Chinese Language Study;Weakly Framed;Learner Identities;NSW;Chinese Peers;CCP Propaganda;Study NSW;GWS Region;Skip Counting