Chinese as a LOTE in the Asian Century - A study on students' attitudes to and practices in Chinese as a LOTE subject in Queensland primary schools

Abstract

This study aims to explore Australian primary school students’ attitudes towards learning Chinese as a LOTE (Language Other Than English). It is a case study of students who are learning Chinese in two Queensland primary schools (one public and one private) where Chinese is a compulsory course. Using a mixed-method approach, this study focuses on students’ attitudes to learning Chinese. As the Chinese language is becoming increasingly popular in Australian schools, it is essential to understand how students feel about learning the language and what their learning needs are. Knowing students’ language attitudes may also help language teachers to design more appropriate curricula and pedagogical practices to assist students with improving their Chinese language proficiency. Because most primary school children are beginning learners in LOTE Chinese, this study aimed to investigate students’ attitudes towards exploring the new language and culture at a young age. This study focuses on the following research questions: 1) What are students’ attitudes to learning Chinese in Australian primary schools where Chinese is a compulsory course? 2) What are the factors that affect students’ attitudes to learning Chinese? 3) How do different experiences of Chinese curriculum and pedagogy affect students’ attitudes towards Chinese language learning? From an investigation into these research questions, the study’s outcomes include a detailed understanding of students’ attitudes to learning Chinese as a second language. After analysing and comparing the data of the two schools, the main finding is that there was a big difference between the public school and the private school regarding resources, teaching methods and support from within the schools. All these factors influence students’ interest and attitudes towards learning Chinese language, and the findings have practical implications for future Chinese teaching and learning.