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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

Jinghe Han, Qiaoyun Liu, Ruiyan Sun
Copyright: © 2023 |Volume: 13 |Issue: 1 |Pages: 16
ISSN: 2155-7098|EISSN: 2155-7101|EISBN13: 9781668479759|DOI: 10.4018/IJCALLT.322026
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MLA

Han, Jinghe, et al. "A Multimodal Approach to Teaching Chinese as a Foreign Language (CFL) in the Digital World." IJCALLT vol.13, no.1 2023: pp.1-16. http://doi.org/10.4018/IJCALLT.322026

APA

Han, J., Liu, Q., & Sun, R. (2023). A Multimodal Approach to Teaching Chinese as a Foreign Language (CFL) in the Digital World. International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), 13(1), 1-16. http://doi.org/10.4018/IJCALLT.322026

Chicago

Han, Jinghe, Qiaoyun Liu, and Ruiyan Sun. "A Multimodal Approach to Teaching Chinese as a Foreign Language (CFL) in the Digital World," International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT) 13, no.1: 1-16. http://doi.org/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.