Sociocultural Theory-Guided College-Level Mandarin Chinese Hybrid Course Design

Authors

  • Li Jin

DOI:

https://doi.org/10.17161/iallt.v42i1.8501

Abstract

This paper explains how sociocultural theory (SCT), particularly its three
key concepts: mediation, zone of proximal development, and agency, can
be used to guide the course design of college-level 1st-year Mandarin
Chinese hybrid courses. Specific examples are illustrated to demonstrate
how three aspects of the hybrid course design: 1) learning materials and
tasks, 2) teacher-student and student-student interaction, and 3)
assessments, are guided from a SCT perspective. The feedback from
students enrolled in a college-level hybrid Mandarin Chinese course
sequence is also provided.

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Published

2012-04-15

How to Cite

Jin, L. “Sociocultural Theory-Guided College-Level Mandarin Chinese Hybrid Course Design”. IALLT Journal of Language Learning Technologies, vol. 42, no. 1, Apr. 2012, pp. 30-50, doi:10.17161/iallt.v42i1.8501.