Support inclusive teaching and learning with CALL technologies in the beginning-level Chinese language classroom

Abstract

[EN] The importance of creating inclusive language learning environments in foreign language classrooms has gained recognition, driven by the diverse learning styles and the needs of learners (Jones, 2013). However, providing effective support to all learners remains a substantial challenge due to the inherent diversity among learners and the prevalence of various learning difficulties.In the context of Chinese as a Second/Foreign Language (CSL/CFL), research and practice have predominantly emphasized instructional methods targeting content-related challenges, often overlooking the development of inclusive language learning environments tailored to the diverse needs of learners (Tao et al., 2021). This study, therefore, investigates the pedagogical approaches and digital technology implementations within a specific course to assess their effectiveness in promoting inclusivity in the classroom. The study also assesses the alignment of these strategies with the unique characteristics and requirements of CSL/CFL teaching and learning.To gather insights, the researcher conducted a comprehensive analysis of course evaluations and administered a post-course survey to gauge student perceptions. The findings indicate that the implemented strategies effectively promoted inclusiveness and facilitated Mandarin learning in the first-year Chinese classroom.