Xie, Lida (2013) How and why Mandarin Chinese is introduced into secondary schools in England. PhD thesis, University of Warwick.

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Abstract

This mixed design research doctorate seeks to explore the rationale for a selected
sample of English schools that are introducing Mandarin Chinese as a new language,
specifically, investigating the teaching goals and teaching methods that were applied.
It also focuses on pupils’ views based on their personal learning experiences. This
research starts with an overview of the research into the teaching and learning of
Mandarin Chinese as a foreign language, globally, which was then narrowed down to
the context of introducing Mandarin Chinese into the educational curriculum in
England within the context of the relevant teaching approaches.
The methodological approach of the research combined quantitative and qualitative
methods. Interviews were conducted with two Head Teachers and five Heads of
foreign language departments in order to investigate the rationale for a sample of
schools deciding to introduce Mandarin Chinese and the current situation of teaching.
Interviews with five Teachers of Mandarin Chinese were carried out to gather data in
order to investigate teachers’ experiences in teaching Mandarin Chinese as a foreign
language abroad. Additionally, data was collected through classroom observations, in
total 59 lessons were observed to gather in-depth data to investigate teaching methods
and teachers’ interaction with pupils during day-to-day practice. Data was also
collected through a questionnaire survey sent to 84 pupils who participated in
Mandarin Chinese language classes from a sample of five schools, which represented
pupils’ views about the teaching and learning of Mandarin Chinese.
Qualitative and quantitative data analyses revealed a range of factors that may
contribute to the promotion of Mandarin Chinese in schools in England, for example,
the impact on the global context; the schools’ needs and pupils’ professional
development requirements. There are two teaching goals identified in this research:
GCSE Chinese examinations and Asset Languages test. Teachers employed different
teaching methods to meet various requirements for different teaching aims. The
findings revealed several problems and challenges existing in current teaching and
learning, such as school funding; teachers’ professional training; a shortage of
suitable instructional materials; administrative infrastructures; and progression and
continuity amongst others. Pupils’ feedback regarding their learning experiences
showed that pupils had a positive attitude towards learning Mandarin Chinese;
however, their motivation was affected by their teachers’ teaching methods and
attitudes towards teaching Mandarin Chinese.
This is not a not a comparative study, however, through different data gathered from
GCSE and non-GCSE classes, the author commented on the differences in teachers
and pupils’ experiences and opinions about teaching and learning Mandarin Chinese,
as well as exploring their perceptions and reactions by investigating their experience
of participating in and reflecting on this research.

Item Type:	Thesis (PhD)
Subjects:	L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools P Language and Literature > PL Languages and literatures of Eastern Asia, Africa, Oceania
Library of Congress Subject Headings (LCSH):	Chinese language -- Study and teaching (Secondary) -- England, Chinese language -- Study and teaching (Secondary) -- English speakers, Mandarin dialects -- Study and teaching (Secondary) -- England, Mandarin dialects -- Study and teaching (Secondary) -- English speakers
Official Date:	March 2013
Dates:	Date Event March 2013 Submitted
Institution:	University of Warwick
Theses Department:	Institute of Education
Thesis Type:	PhD
Publication Status:	Unpublished
Supervisor(s)/Advisor:	Hunt, Marylin; Medwell, Jane, 1962-
Extent:	xi, 352 leaves : illustrations.
Language:	eng

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