Strategies For Learning Support In Mixed Chinese Class Teaching

With the development of international schools,many Chinese students are attracted to international schools,leading to the proportion of students of Chinese as a second language is gradually decreasing.The number has further decreased since the epidemic,which makes it harder to separate classes for non-native speakers.In order to solve the problem,some international schools try to teach Chinese in mixed classes,but there are still some difficulties when teaching.From the perspective of learning support,the author hopes to propose strategies to improve the learning efficiency of non-native students in Chinese mixed class classrooms.There are already successful applications of learning support in language teaching.The author reviewed the examples abroad and also investigated the learning support system for English courses in an international school in China.It was found that except for following the Multi-Tiered Support of System,the school also has its distinctive ways such as various teachers participating in the support system,providing support to students in class,and providing sufficient learning resources.Then,the author explored three cases of mixed Chinese class through analyzing behaviors of teachers and students in class and interviewing the teachers.It was found that the main difficulties of non-native language students in learning are: unfamiliar with the teaching management language in class,small vocabulary,poor segmental expression ability,insufficient attention in class and poor quality of after-school tasks.In terms of the practical difficulties in mixed class Chinese teaching,the author uses MTSS to build a framework for learning support in mixed Chinese class.Further more,the author puts forward several learning support strategies,combining with the distinctive ways of learning support in international schools.The main strategies include absorbing a diverse faculty,group support focusing on literacy,individualized support in classroom,and the provision of independent learning resources as supplements.