Inclusive Pedagogy for Mandarin Learners from Community Colleges: A Case Study
HU, Bing Ying
International Journal of Chinese Language Education; Jun 2021; Issue No. 9; p.59 - 92
Department of Chinese Language Studies, The Education University of Hong Kong
Chinese Language Program, Columbia University
Chung Hwa Book Co. (H.K.) Ltd.
This paper proposes an inclusive pedagogical model to grapple with the scarcity of language learning resources experienced by community college students. This study demonstrates that community college students, if provided with the same learning resources as four-year college students, can perform as well as their four-year college counterparts. The collaboration between two-year and four-year colleges to share language learning resources appears to be an effective pedagogical strategy for inclusion. We present a case study of six community college students in a domestic intensive summer program funded by the Language Flagship Linkage project. Students’ learning outcomes were measured by their proficiency test results and attendance records. Students’ learning outcomes were analyzed using qualitative data, including pre- and post-summer proficiency scores, interviews, daily reflections, and attendance records both face-to-face (F2F) and online. Our data suggest that with inclusive pedagogical strategies, community college students can also achieve learning outcomes similar to four-year Language Flagship students.
blended learning articulation summer immersion proficiency-based curriculum
2520-7733 (Print); 2521-4241 (Online)
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