Learning Mandarin Chinese As A Foreign Language: Evidence-Based Strategies For Teaching Students With Disabilities

MANDARIN CHINESE IS INCREASINGLY POPULAR AS A FOREIGN LANGUAGE IN AMERICAN SCHOOLS. THE NUMBER OF PRIMARY AND SECONDARY SCHOOL STUDENTS ENROLLING IN MANDARIN CHINESE CLASSES HAS INCREASED DRASTICALLY SINCE 2000. LEARNING A FOREIGN LANGUAGE IS NO LONGER A PRIVILEGE FOR TYPICALLY DEVELOPING STUDENTS IN GENERAL EDUCATION. THE NATIONAL COUNCIL OF STATE SUPERVISORS FOR FOREIGN LANGUAGES ADVOCATES FOR THE INCLUSION OF FOREIGN LANGUAGE EDUCATION IN THE SCHOOL CURRICULUM FOR ALL STUDENTS, ASSERTING THAT STUDENTS WITH SPECIAL NEEDS ALSO BE PROVIDED THE OPPORTUNITY TO LEARN A FOREIGN LANGUAGE. IN THIS PAPER, SEVERAL EFFECTIVE INSTRUCTIONAL STRATEGIES ARE RECOMMENDED FOR FOREIGN LANGUAGE TEACHERS WHO TEACH MANDARIN CHINESE LANGUAGE INCLUDING CHORAL RESPONDING, RESPONSE CARDS, AND CLASS-WIDE PEER TUTORING. THESE STRATEGIES ARE EMPIRICALLY BASED, DEMONSTRATING THEIR EFFECTIVENESS IN PROVIDING MEASURABLY SUPERIOR GAINS IN ACADEMIC ACHIEVEMENT ACROSS DIFFERENT CURRICULA. MOREOVER, EACH STRATEGY HAS BEEN EMPLOYED SUCCESSFULLY IN BOTH SPECIAL EDUCATION AND GENERAL EDUCATION CLASSROOMS.