Maximizing Use of the Target Language in Beginning Chinese Language Classroom
Keywords:
target language, comprehensible input, first language use, instructional language, classroom interactionAbstract
Maximizing use of the target language in foreign language classrooms is difficult, especially when students’ first language is largely different from the target language (Hall & Cook, 2012). The challenge becomes greater in beginning-level classes as students’ target language proficiency is limited because they are still learning the basics. Instructors are supposed to create a communicative environment to immerge students in the target language. This study investigates strategies employed by a trained Chinese language instructor to maximize use of the target language (i.e., Chinese) in a beginning Chinese language classroom at a U.S. public university. A qualitative case study was used to document strategies the instructor used to maximize use of the Chinese language and to gain an in-depth understanding of how she implemented them. Data were collected through an online survey, 8 observations, and a semi-structured interview. The findings demonstrate that the instructor used visual aids, hand gestures, verbal repetition, predictable classroom routine, similar classroom activities, and follow-up questions to maximize use of Chinese in the classroom. The simplicity of Chinese grammar, particularly at the morphological structure level, played a positive role in the instructor’s ability to maximize use of the Chinese language during classroom time.
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