Abstract

Building upon the genre-based research in literacy and English as a Second language (ESL) education developed in Australia in the past three decades, this paper reframes a genre-based approach to teaching Chinese as a Foreign Language (CFL) in a primary classroom. Grounded in Bernsteinian sociology while also working in transdisciplinary dialogue with systemic functional linguistic perspectives, this approach to genre is illustrated with respect to CFL curriculum genres built in steps through power and control relations as well as phasal shifts in ideational, interpersonal and textual meanings. The paper identifies four CFL curriculum genres in a particular classroom and instantiates a curriculum genre of Chinese language learning through song that inducted disadvantaged students into the knowledge about language and subject contents. I argue that the reframed genre-based pedagogy, as a pathway to educational and social justice, can help teachers chart their lessons and has important implications for theory and practice.

摘要

基于过去三十年来在澳大利亚开展的基于体裁的扫盲和英语作为第二语言（ESL）教育的研究，本文重新设计了基于体裁的方法在小学课堂中教授汉语作为外语（CFL） 。这种体裁方法以伯恩斯坦社会学为基础，同时也与系统功能语言学视角进行跨学科对话，这种方法相对于通过权力和控制关系逐步建立的CFL课程体例以及概念，人际和文本意义的阶段性转变而得到说明。本文确定了特定教室中的四种CFL课程类型，并通过歌曲实例化了汉语学习的课程类型，通过歌曲将弱势学生带入了关于语言和主题内容的知识。