Adult Beginning Learners’ Engagement in Learning Mandarin as An Additional Language at a Canadian Post-secondary Institute

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atmire.migration.oldid5354
dc.contributor.advisorGuo, Yan
dc.contributor.authorWu, Xueqin
dc.contributor.committeememberBecket, Gulbahar
dc.contributor.committeememberXie, Shaobo
dc.contributor.committeememberCai, Wei
dc.contributor.committeememberRoy, Sylvie
dc.date.accessioned2017-01-31T23:15:53Z
dc.date.available2017-01-31T23:15:53Z
dc.date.issued2017
dc.date.submitted2017en
dc.description.abstractThis research investigates the Mandarin learning experience of both heritage and non-heritage beginners in a Canadian post-secondary institution to understand students’ engagement in learning Mandarin as an additional language (MAL). It integrates the complexity theory with an ecological perspective on second language education to capture the dynamic relationship between the learning context and the learners’ engagement in learning MAL. The case study methodology was chosen for the research purpose, and data were collected through classroom observations, focused group conversations and individual interviews. Research findings are presented from two perspectives: the learning experience and the classroom teaching and learning practices. Issues related to student engagement were discussed, including motivation, identity, curriculum, and teaching practice. Analysis on the findings reveals the complexity and ambivalence of Chineseness to heritage and non-heritage MAL learners, which must be understood in their particular socio-cultural context. It also advocates for promoting learner agency through the development of their own “Chinese voice”. In addition, in order to encourage students’ long-term engagement in learning MAL, it is important for the curriculum designers to allocate more time for students to practice Mandarin, make the teaching content more relevant to students’ knowledge and experiences, and develop an assessment system that values learner difference while remaining fair to both heritage and non-heritage students. Implications for MAL education are discussed at the end of the thesis.en_US
dc.identifier.citationWu, X. (2017). Adult Beginning Learners’ Engagement in Learning Mandarin as An Additional Language at a Canadian Post-secondary Institute (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. doi:10.11575/PRISM/24717en_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/24717
dc.identifier.urihttp://hdl.handle.net/11023/3626
dc.language.isoeng
dc.publisher.facultyGraduate Studies
dc.publisher.institutionUniversity of Calgaryen
dc.publisher.placeCalgaryen
dc.rightsUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.
dc.subjectEducation--Language and Literature
dc.subject.otherMandarin as an additional language
dc.subject.otherstudent engagement
dc.subject.otherChinesenese
dc.subject.othercurriculum and teaching practice
dc.titleAdult Beginning Learners’ Engagement in Learning Mandarin as An Additional Language at a Canadian Post-secondary Institute
dc.typedoctoral thesis
thesis.degree.disciplineEducational Research
thesis.degree.grantorUniversity of Calgary
thesis.degree.nameDoctor of Philosophy (PhD)
ucalgary.item.requestcopytrue
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