What Does the Post-secondary Mandarin Foreign Language Inclusive Classroom Look Like? The State of the Art and Some Practical Suggestions
International Journal of Chinese Language Education; Jun 2021; Issue No. 9; p.17 - 58
Department of Chinese Language Studies, The Education University of Hong Kong
Chinese Language Program, Columbia University
Chung Hwa Book Co. (H.K.) Ltd.
There are innumerable surveys of research on inclusive education in higher education (see Hockings, 2010); however, none of these focuses specifically on inclusive pedagogical practices in the Mandarin Chinese as a foreign language (CFL) classroom. This study takes an approach based on the Universal Design for Learning (CAST, 2018) understanding of inclusivity, which considers the affective, recognitional, and strategic aspects of learning as areas in which multimodal approaches may increase engagement, understanding, and opportunities for expression and assessment. Based on this approach, the existing literature in one of the top North American journals in the CFL field from the past twenty years is surveyed. Subsequently, this study offers suggestions based on the existing literature on inclusion and its applications in CFL, taking into account the unique aspects of the CFL content, classroom, and greater environments.
inclusion UDL pedagogy multimodal education CFL
2520-7733 (Print); 2521-4241 (Online)
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