Abstract

Affective engagement, as one facet of the engagement model, takes on the role of activating other aspects to facilitate continued action in partaking in learning activities. Recognising the silences of Bernstein’s theoretical oeuvre on the affective aspect in the process of cultural transmission, this paper applies his concepts of classification (structure relations) and framing (interactional practices) to theorise current empirical work on students’ affective engagement in a primary school Chinese language learning (CLL) classroom located in a disadvantaged community in Australia. The data reported in this study were obtained from journal entries, focus groups and interviews with classroom teachers. The focus is on exploring the ways in which pedagogic practice can be used to foster certain ‘emotional regimes’ which can further the engagement of a diverse group of students in Chinese learning. The findings will expand understandings based on theories of affect and inform second language teachers to harness ‘technologies of affect’ in pedagogical spaces that work productively for disadvantaged students in the classroom.

摘要

作为参与模式的一个方面，情感参与承担着激活其他方面的作用，以促进继续采取行动参与学习活动。认识到伯恩斯坦在文化传播过程中对情感方面的理论著作的沉默，本文运用他的分类（结构关系）和框架（互动实践）的概念来理论化当前关于小学汉语学生情感参与的实证工作。位于澳大利亚弱势社区的语言学习 (CLL) 教室。本研究报告的数据来自日记条目、焦点小组和与任课教师的访谈。重点是探索如何利用教学实践来培养某些“情绪状态”，从而进一步促进不同群体的学生参与汉语学习。研究结果将扩大基于情感理论的理解，并告知第二语言教师在教学空间中利用“情感技术”，为课堂上的弱势学生有效地工作。