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A Multimodal Approach to Teaching Chinese as a Foreign Language (CFL) in the Digital World

A Multimodal Approach to Teaching Chinese as a Foreign Language (CFL) in the Digital World
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Author(s): Jinghe Han (Western Sydney University, Australia), Qiaoyun Liu (Guangxi Art School, China)and Ruiyan Sun (Northeast Forestry University, China)
Copyright: 2023
Volume: 13
Issue: 1
Pages: 16
Source title: International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT)
Editor(s)-in-Chief: Bin Zou (Xi'an Jiaotong-Liverpool University, China)and David Barr (Ulster University, United Kingdom)
DOI: 10.4018/IJCALLT.322026

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Abstract

This research investigates a cohort of bilingual Chinese teachers' use of a multimodal approach in their Chinese as a foreign language (CFL) teaching. The data include the participants' CFL teaching practices and their reflections on multimodal teaching as recorded in their theses and a focus group discussion. The theoretical underpinning of this paper is based on Paivio's dual coding theory (DCT) and Kress's social-semiotic theory (SST). This research found that the teachers' multimodal use in CFL teaching demonstrated their research-informed committed endeavour in designing content specific activities to achieve pedagogical purposes, utilizing some digital technologies as a resource. The uniqueness of the written form of the Chinese language availed these teachers the opportunity to engage the multiple modes and advance their own understanding of multimodality as a concept. This research also found the teachers' meaning making through the multimodality did not always equate to that of their students' due to their social and cultural differences.

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