| Classroom language is the teachers’ language of organizing the classroom teaching and promoting the process of classroom teaching.Using the classroom language effectively,can help teachers organizing the classroom teaching and the correctly and normative classroom language is the mock language for the students and also the target language input for the students.In this paper,through questionnaire,classroom recording method and classroom observation,we can know how the Chinese teachers in the primary school of Mauritius use the classroom language in the classroom,and contract the analysis of Chinese teachers and Mauritius teachers in choosing which language as the classroom language,the language forms,the standard of choosing language and the differences in the using effect.This paper includes the introduce,reviewing the predecessors’ researches,introducing the objects and the researching methods.All of these are the basis of the theory and practicing for this paper;then the implement and analysis of the questionnaire.The respondents are the Chinese teachers teaching Chinese in Mauritius.Analyzing the differences between the Chinese teachers from China and Mauritius;then,we choose two Chinese teachers from China by the means of classroom observation and also two Chinese teachers from Mauritius by the means of analyzing the videos taken by the partners.And then we summarize the respective advantages and disadvantages,and the respective characteristics;finally,the suggestions of the using classroom language,combined with the respective characteristics,that help the Chinese teachers be engaged in Chinese teaching in Mauritius.In this article,the suggestions for Chinese teachers are as follows: first,language selection,highlighting Chinese,then,English/French/Creole.The Chinese language should be first principles,using the prescriptive,purposeful and targeted Chinese language,using foreign languages appropriately can promote Chinese teaching.Secondly,the choice of language,it should be rich,easy to understand,and appropriate using questions.For example,pictures can be more intuitive to show knowledge,short sentences are more obvious,and questions can cause students to think.Finally,using effect,the speed of speaking language should be moderate,difficult should be step by step,we should adopt more positive feedback.The classroom language sentences should be with Chinese culture,that is,choosing the commonly used language in China life as the classroom language,rather than the ancient language less used.Considering the special teachers combination of Mauritius,the author puts forward Mauritius teacher and Chinese teacher should learn from each other,help each other,grow together,so that we can help the development of Chinese education in Mauritius. |
