Author Identifier
Date of Award
2026
Keywords
teaching practices, teachers of Chinese as a second language, early years, intercultural understanding, children's wellbeing, moral behaviour
Document Type
Thesis - ECU Access Only
Publisher
Edith Cowan University
Degree Name
Doctor of Philosophy
School
School of Education
First Supervisor
Julia Morris
Second Supervisor
Melanie Brooks
Abstract
The provision of Chinese language programs at the primary level in Australian schools is expanding, alongside the perceived international importance of the language. Nationally, an increasing number of schools have started formal teaching of Chinese from the Foundation level, yet little is known about the current approaches and practices of Chinese as a second language (CSL) teaching in early years settings. This lack of knowledge formed the basis of the current study and helped shape its specific context. Contexualised in Western Australia (WA), this study aimed to document and better understand how CSL teachers approach and interpret the teaching practices they adopted in their Chinese language programs. Specifically, the study focused on the teaching practices for young children who were in Pre-primary to Year 2. A holistic investigation of the CSL teachers’ early years teaching was conducted, informed by an integrated framework of conceptualising teaching as a social practice (D'Eon et al., 2000).
The present research used a qualitative case study design as the methodological approach. The research sites included three early years CSL programs in three independent schools in the metropolitan area of WA. Three CSL teachers, their classroom assistants, and 60 children participated in the study. Data were collected from classroom observations, teachers’ interviews, children’s focus groups, and analysis of documents. For the classroom observations, 24 lessons were observed and video-recorded, including two at the Pre primary level, 12 lessons at the Year 1 level, and 10 at the Year 2 level. The three CSL teachers took part in a total of 18 interviews, and one interview was conducted with each of their respective teaching assistants. The 12 focus groups with children explored the learners’ perspectives of the CSL teachers’ practices. Document analysis focused on the Australian Curriculum: Chinese: Second-Language Learner Pathway F-10 Sequence Version 9.0 (Australian Curriculum Assessment and Reporting Authority [ACARA], 2022a) and the WA Languages Chinese: Second Language Curriculum - Pre-Primary to Year 10 (School Curriculum and Standards Authority [SCSA], 2017), school-based documents, as well as the researcher’s reflective journals. A hybrid approach of data analysis was taken, combining the deductive and inductive methods of coding, allowing theoretically informed categories to guide the emerging themes.
Findings from this study indicated contributions to the current understanding of the CSL practices for young children from two facets. Practically, the detailed documentation of the teaching practices highlighted the subtle nuances and complexities in the early years Chinese language programs. The practices were found to be highly purpose-driven and heavily impacted by both English as second language (L2) pedagogy and principles of early childhood education. The findings also revealed a distinctive communal characteristic in the CSL teachers’ programs. Theoretically, this study adds information about a cultural dimension and enriches the understanding of the moral dimension of teaching included in the framework, by extending its use and enhancing conceptualisations of CSL teaching in the early childhood domain.
Several implications and recommendations have arisen from this research. For L2 teachers, examining and reflecting on their practices in closer relation to both macro-level and micro-level contextual factors may enrich their teaching. For educational leaders, the study suggests that the national and local school-based affordances and hindrances of teaching should be examined for an enhanced implementation of the language program.
Access Note
Access to this thesis is embargoed until 28th July 2031
Access to chapters 2, 3, 4, 5 & 6 of this thesis is not available
Access to the appendices of this thesis is not available
Recommended Citation
Zhao, Y. (2026). Investigating the teaching practices of teachers of Chinese as a second language in the early years contexts of Western Australian schools. Edith Cowan University. https://doi.org/10.25958/4y1k-tr04