Editorial
This article is based on the culturally responsive theory, which is a well known theoretical framework, among others developed by the former director of AREA in the USA.

Bingo Game and Poem-based Teaching of Chinese as L2

Yu-Hsiu Lee, Taiwan

Yu-Hsiu Lee is a doctoral student in Language Education department at Indiana University. He teaches Chinese as a foreign language in Asian Culture Center at Indiana University. He is also the president of Chinese Language Tutor Association at Indiana University and the director for Chinese Language project in tsunami-hit Thailand. He used to be the curriculum designer for Chinese Conversation Club in international center at Indiana University.
E-mail: YL15@indiana.edu

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Introduction
Theoretical Framework
Task-based instruction
A. Poem-based instruction
B. Bingo-based instruction
Conclusions
Reference

Introduction

This lesson outline develops a cross-case analysis of one Chinese language teacher with two Korean first year Chinese L2 learners and one Brazilian third year Chinese L2 learner at Indiana University Bloomington, USA. This report employs the Culturally Responsive Pedagogy theory as a lens to examine teaching and learning in three case studies. Two specific teaching tools based on Culturally Responsive Teaching theory adopted in this study are a cinquain (a five line poem) and an interest bingo game to affirm students’ native culture, while learning Chinese as L2.

Theoretical Framework

Culturally Responsive Chinese Teaching is an outgrowth of Culturally Responsive Pedagogy. Culturally Responsive Pedagogy, in turn, is a well-known theory in the field of curriculum and insturction. It has been used widely by ESL teachers as an effective teaching practice for African American students, Hispanic students, and students of color in America. I, however, apply the same theory to a different group - Chinese L2 students in America. The current study uses two principles from the Culturally Responsive Pedagogy theory (Ladson-Billings, 1990). First, Chinese L2 students must maintain their L1 as well as L2 cultural competence. Second, Chinese L2 students must have academic achievement.

Task-based instruction

A. Poem-based instruction

Three student participants in this study are asked by me to compose a cinquain (a well-known five line poem) under my facilitation. Here is the guidance sheet given to three of them.

Please follow the guidance to compose your first Chinese poem.
Line 1: One word (subject and noun): e.g.
Line 2: Two words (e.g.. gender, or first name in Chinese)
Line 3: Three words (e.g. three adjectives or a phrase that describe your character or your ethnicity)
Line 4: Four words (e.g. feelings, emotions, or a complete sentence that describe your character)
Line 5: One word (e.g. Synonym of line 1 or a word that sums up the whole poetry about you)

Sample Poems

B. Bingo-based instruction

Three student participants in this study are also asked to fill out their interest bingo game charts. They are given a nine-box-bingo chart with one free box. They are to think about their favorite weekend activities and fill each box with one weekend activity in their native languages. After all eight boxes are filled with their eight different weekend activities in their L1, they are to find some people in their circle of friends who share the same hobbies or interests with them to sign their names in each box. I help them label each weekend activity with Chinese pronunciations and Chinese names.

Conclusions

Students are glad to use their native culture, while composing this five line Chinese poetry. They feel like they learn Chinese better, when their native culture and identity are recognized and valued in the instruction settings. Also, they like bingo game, not because it is a fun game, but this bingo-based instruction relates to their favorite weekend activities and relates to their target langauge - Chinese. Most of all, they are excited to have their very first poem and bingo game done in Chinese. Below are their works in these two task based instructions.

Reference

Ladson-Billings,G. (1990). Like lighting in a bottle: Attemping to capture the pedagogical excellence of successful teachers of Black students. International Journal of Qualitative Studies in Education, 3, 335-344.

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