This article addresses key topics of Chinese as an Additional Language (CAL) education and classroom pedagogical practices. It reports on a 3-year ethnographic study within Australian schools to discuss dialogic pedagogical practices and students’ aspirations. Based on Freire’s conceptualisation of conscientização and banking education, the purpose of this article is therefore to unpack a journey to voices, courage and hope of a cohort of socially, linguistically and economically disadvantaged students in Western Sydney, one of the most culturally diverse regions in the country. Their experiences, responses, dreams and understanding of CAL education in multicultural Australia were thus captured. Our data shows that critical CAL education might point to some avenues for the educational equity agenda. By arguing that emancipatory and critical practices could enhance students to achieve consciousness and collective self-transformation, we aim to make a contribution to the literature on CAL and languages education, which all too often isolates from broader issues in educational theory. The article also adds to the limited research that engages with CAL classroom data. Our critical approach to CAL education illuminates the intersections between language and social inclusion. Considering the worldwide growing upheaval and scepticism around CAL education, we call for writing inclusive languages education and related pedagogical practices into the social inclusion agenda in Australia and internationally, for the teaching and learning of all additional languages.

中文翻译：

---

澳大利亚的批判性汉语作为附加语言教育：通往声音、勇气和希望的旅程

本文讨论了汉语作为附加语言 (CAL) 教育和课堂教学实践的关键主题。它报告了澳大利亚学校为期 3 年的民族志研究，以讨论对话式教学实践和学生的愿望。基于 Freire 的conscientização概念化和银行教育，因此，本文的目的是为一群在社会、语言和经济上处于不利地位的学生开启一段发声、勇气和希望的旅程，西悉尼是该国文化最多元化的地区之一。他们的经历、反应、梦想和对多元文化澳大利亚 CAL 教育的理解由此被捕捉。我们的数据显示，批判性 CAL 教育可能会为教育公平议程指明一些途径。通过论证解放和批判性实践可以增强学生实现意识和集体自我转变，我们的目标是为 CAL 和语言教育的文献做出贡献，这些文献往往与教育理论中更广泛的问题相隔离。这篇文章还增加了与 CAL 课堂数据相关的有限研究。我们对 CAL 教育的批判性方法阐明了语言和社会包容之间的交叉点。考虑到全球范围内对 CAL 教育的动荡和质疑声不断增长，我们呼吁将包容性语言教育和相关教学实践纳入澳大利亚和国际社会包容议程，以用于所有其他语言的教学和学习。