Mixed Class Teaching In Chinese As Second Language Acquisition In Early Childhood

In China and overseas, the majority of research into second language acquisition focuses on adult learners of language rather than child learners. However in these times of rapid development, China has ushered in an increasing number of foreign residents. The children of these foreign residents typically attend international schools with Chinese taught as the second language. Given the current situation. I believe that there is practical value in researching how children acquire Chinese as a second language.At Yew Chung International School of Shanghai (YCIS),Pudong Campus, Year One students are taught in mixed classes of non native Chinese speakers and native Chinese speaker. We refer to these as Chinese as an Additional Language (CAL) students and Chinese as a First Language (CFL) students. Our teaching model is based upon the immersion theory of second language acquisition. We also consider the learning styles and strategies of our Y1students and strive to create a classroom environment, which is stimulating and motivating for the students. In this essay, I will perform a case analysis of YCIS’s mixed class teaching and discuss the meaning and value of the immersion theory of language acquisition. My research and findings are based on real class observations, analysis of student progress, interviews with students and parents and a review of the current literature on second language acquisition. Finally, I will propose how our teaching model may provide a framework for teaching children second languages in an International school setting.This essay is divided into four main sections:The first section will review the current research and literature on children’s second language acquisition in early childhood. I will also examine the impact of the learning environment on young children’s learning. This research review will provide the theoretical basis for the following case study.The second section of this essay is a detailed case study of Yew Chung International School of Shanghai (YCIS), Pudong Campus. At YCIS Year One students are taught in mixed classes of non native Chinese speakers and native Chinese speakers. We refer to these as Chinese as an Additional Language (CAL) students and Chinese as a First Language (CFL) students. This teaching model is based upon the immersion theory of second language acquisition. In this essay, I will use the YCIS Y1model as a framework to explore the characteristics of mixed class teaching. I will consider how this model impacts upon the learning environment, organization of teaching and the students’progress.In the third section, I will present my own research, which is based on real class observations, analysis of student progress and a review of the current literature on second language acquisition. To develop an informed perspective on this subject, I have also conducted interviews with students, parents and teachers to garner their opinions on mixed class teaching.In the conclusion, I will discuss the relative advantages and disadvantages of the mixed class model of teaching second languages. Finally, I will propose how the YCIS Y1teaching model can be refined to provide a framework for teaching children second languages in an International school setting.