Task 3 option 2.


Task 3: Data – Representation- Option 2.

 

Using Mandarin in the classrooms.

 

The idea of using mandarin in our classrooms may seem like a difficult or daunting task to the non-speaking pre-service/ teacher (like myself), however, we are required to create cross curriculum links to Asia and I propose using Mandarin can be a very effective way of doing so. Language restriction do not stop at using mandarin, but also Cantonese, Japanese, etc. Some schools teach various Asian languages and so guidance can be taken from there.

 

Activity: Working in pairs and using the Mandarin language, all children will write a sentence.  Teacher will need to provide a word conversion sheet to all students, or access on the computer if they have their own iPad scheme to research them. Once the sentence is written, pass it onto you partner to decode.  This idea can be linked many subjects but here I propose the curriculum link of:

 

Year 3 Literacy: Understand that languages have different written and visual communication systems, different oral traditions and different ways of constructing meaning (ACELA1475)

 

Additionally:

Year 3 digital technologies: Different types of data can be represented in different ways (ACTDIK008)

 

Differentiation: Increase the complexity of the word or make the sentences more complicated. It would not be too difficult or time consuming to create 2 maybe 3 tiers of resources for the children to use. The internet will be used to find the resources as shown below.

 

If there are any Asia children in your class, then change the language to suit their nationality.

 

Early finishers: If there is a student in the class who is of another Asian culture, provide an iPad and allow them to research their chosen language to create messages. Teachers will need to pre-research a list of websites which they will are willing to allow the children access to adhere to the TPACK model and additionally are practicing safe ICT uses.  Allowing access to the internet will not only be a lengthy process for students to find what they are looking for but additionally will provide a whole host of inappropriate information.

 

Class incursion possibility: If there are any Asian children in you class, you could invite the parents in to provide information on their culture and language.

 

Here is a picture of the some of the basics language symbols and is by no means limited to this:

https://usefulcharts.com/blogs/charts/100-chinese-characters-to-know

 

Writing I Mandarin in the in the classroom will be tricky as it is a language that the class will potentially be unaware of, but if scaffolded not impossible.

 

The idea can actually be turned into a mini unit of work which focuses on  the Year 3 level.

Other curriculum links can include but are by no means limited to:

  • Visual arts: Exploration of artwork from other cultures, such as styles and symbols of Indigenous Australian and Asian cultures (ACAVAM110)

 

  • Geography HASS: The location of Australia’s neighbouring countries and their diverse natural characteristics and human characteristics (ACHASSK067)

 

  • History HASS: The historical origins and significance of celebrations and commemorations in other places around the world (e.g. Bastille Day in France, Independence Day in the USA; and those observed in Australia, such as Chinese New Year, Christmas Day, Diwali, Easter, Hanukkah, the Moon Festival, Ramadan) (ACHASSK065)

 

  • Languages: In Languages, there is a whole multitude of integration that can be used including:

Exchange simple correspondence in writing by adapting teacher-modelled language and using word lists such as expressing good wishes, sending simple notes and messages, for example, 生日快乐;

母亲节快乐

(ACLCHC018)

 

 

Although we should be promoting inclusive classroom anyway, this in the type of unit where you may need to have a conversation to the children about tolerance and inclusivity.

 

Thanks,

Jen

1 comment

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  1. 1
    budge22

    Hi Jen,

    This is a really great idea! I think there are so many further activities that could be linked to this. I started thinking about a scavenger hunt using QR codes where the ‘secret message’ is revealed in Mandarin and the children decode it , find the item and move on to the next clue.
    Alternatively, or after they have practised using the scanner/QR codes in the scavenger hunt organised by the teacher, the students could have a go at creating their own ‘clues’ in Mandarin and turning them into QR codes to swap with their classmates.
    Another idea would be for the teacher to hand out numbered QR codes to the students (in pairs) who scan them to reveal a Mandarin word which they must decode. Once finished, they must work together with the rest of the class to arrange the decoded words in the correct order (according to the number on the QR code) to reveal a sentence.
    This would be suitable for PP students and be linked to the Curriculum in a number of areas not limited to:
    Data can have patterns and can be represented as pictures and symbols (ACTDIK002)
    Use data to complete a task (ACTDIP003)
    Collect and use data of any kind (ACTDIP003)
    Establish understanding of the language and processes of counting by naming numbers in sequences, initially to and from 20, moving from any starting point (ACMNA001)
    Understand that English is one of many languages spoken in Australia and that different languages may be spoken by family, classmates and community (ACELA1426)
    Construct texts using software including word processing programs (ACELY1654)

    Angela

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