Developing culturally-responsive lessons on the iPAD for teaching English as Second Language to Chinese learners

Abstract

This paper explores a conceptual framework to inform English as Second Language (ESL) teaching to Chinese learners. Drawing from a vast body of research into second language acquisition (SLA) and Chinese learner characteristics and dispositions, a teaching model involving Chinese students learning ESL is presented in this paper. The concept of flipped classroom with the aid of the iPAD technology as well as the concept of Chinese-culture-specific English will be discussed. The paper argues that these concepts have the potential to improve the Chinese learners' collaborative learning and interactions in class, both important for SLA. The sociocultural constructivist learning theory frames this paper along with the Vygotskian notions of zone of proximal development and activity theory. As part of a three-year study, the research question “How is social interaction and collaborative learning in an ESL class influenced by developing and using iPAD lessons that are culturally sensitive?” will be investigated by conducting two case studies in an Australian ESL community classroom of People's Republic of China immigrants. Fieldwork will begin in 2014 to investigate the effectiveness of the proposed teaching model. This paper focuses on the conceptual framework that underpins the study.