The Development and Proposal to Incorporate Multi-Integrated Instructional Strategies into Immigrant Chinese Language Classes

Abstract

Due to globalization and the formation of the global village, people worldwide interact in multiple languages frequently. Concurrently, there has been an increase in motivation to learn different languages for individual purposes. As well, we see that the importance of language education is also being promoted. Past language methods have merit, such as visual aids, but it is not a good idea nor appropriate for teachers to just follow suit without considering the language system of the learners, the country of origin of the learners, and the various background and culture of the learners. In view of these characteristics of immigrants as adult learners participating in Chinese language classes, which are different from adult learners of other languages, this paper tries to develop multi-integrated instructional strategies, which include supportive strategy, auxiliary strategy and core strategy. These strategies are based on theories of accelerated learning, whole brain learning, and situated learning. I propose that Chinese language teachers use these strategies in classes for immigrants. The strategies developed will have implications for immigrants, teacher educators, language program administrators, and other stakeholders in similar contexts.