A Bilingual Mandarin Speaking Child - Learning Dispositions and Outcomes – Case Study Example

Download full paperFile format: .doc, available for editing

The paper “ A Bilingual Mandarin Speaking Child - Learning Dispositions and Outcomes” is a thrilling variant of case study on education. Age: 4 1/2 years. Early Childhood service attended: Kindergarten. The language spoke: Mandarin and English. Ethnicity: Chinese. Interests Samuel is greatly interested in listening to Chinese traditional stories. He also likes drawing. After listening to the stories Samuel remembers a lot of details about the stories and then draws pictures of the stories from his imagination Samuel also loves singing Chinese songs from one of his favorite Chinese stories known as the Spine and Clam as narrated by his mother He also has an interest in Chinese poetry and he is proficient in reciting the poems that he listens to on audio tapes According to Samuels mother; Daphne, Samuel also likes traditional Chinese art whereby he likes to paint Chinese artworks Learning dispositions1) Samuel displays responsibility when he is asked to assist in telling his story to the entire group; he agrees and stands up before the class enthusiastically holding the pictures2) He is also courageous, he is able to stand before the group and narrate his story before all the children at the mat. 3) Samuel is also confident.

He confidently uses Mandarin gestures and words when he shares his story to the group The assessment approach presented in this particular case study is linked to the contribution of relationships during the assessment. According to Te Whariki (1996, p30) assessment is usually influenced by the relationships that exist between adults and children. Whariki (1996, p30) highlights that these relationships should be put into consideration when undertaking the assessment. As indicated by the case study, the teacher in this context uses Samuel and his mother to present a story from their Chinese culture using the Mandarin and English language.

In addition, Samuels’ s mother contributes to the assessment by sharing specific details concerning Samuels’ s interests. I believe that this approach greatly improves the process of assessment based on the fact that the expectations of an adult towards his/her child, brings about a powerful influence on the lives of children and their learning process. Four Indicators of Samuel’ s learning experience that can be matched with learning outcomes in relation to Te Whaariki The learning experience assisted Samuel to realize that his first language is also valued.

The use of Samuels’ s first language Mandarin was incorporated into the story through storytelling (Communication, 2:6) p76. The teacher gave Samuel an opportunity to tell his favorite story the Spine and the Clam using the Mandarin language. In addition, the teacher also assisted Samuel to narrate the story by adding in some Mandarin words. This experience gave Samuel a chance to express himself deeply using his first language. Furthermore, I believe that this approach cultivates a sense of belonging for both Samuel, which is a crucial factor for child development and learning. The experience also enhanced Samuels’ s ability to use no-verbal methods of communicating and expressing imaginative ideas (Communication, 1:2) p74.

Samuel displayed facial expressions of how the characters of his favorite story (the calm and the bird) felt like. In addition, when presenting his story he uses gestures in order to express Mandarin words. This experience gave Samuel an opportunity to express his feelings and emotions in a variety of non-verbal ways. The learning experience also gave Samuel an opportunity to understand that symbols can actually be read by others.

In addition, thoughts, ideas, and experiences can be represented through models, print, words, pictures, numbers, shapes, photographs, and sounds (Communication, 3:1) p78. Samuel was very excited when he was asked to act out the characters of the story; the spine and the clam by using dough models. After modeling the characters Samuel was able to stand and express the ideas on the story using the models. Also, after a two months period, Samuel was able to draw pictures concerning the story which further resulted in him creating a book from the story.

When these experiences are combined together, they provided Samuel with an opportunity to perform written, visual, and oral language skills. The learning experience also assisted Samuel with a chance to develop confidence with the process of art and craft, which includes activities such as drawing, cutting, painting, construction, and printmaking (Communication, 4:2) p80. A variety of art and craft activities are used by the teacher for instance he instructs Samuel to draw the characters of the story.

The teacher also encourages Samuel to construct simple puppets of the characters that exist in his story.


Cullen, J. (2002). The social and cultural contexts of early literacy: Making the links between homes, centers, and schools. In P.

Callow, J. (1999). Image matters: Visual texts in the classroom (pp. 1-13). New South Wales: Primary English Teaching Association

Engels, S. (1994). Stories children tell: Making sense of the narratives of childhood (pp. 190-204). New York: W.H. Freeman and Co.

Jalongo M. R., (2006). Early Childhood language arts (4th ed.) (pp.51-67) Boston: Ally & Bacon.

Makin, L., Campbell, J., & Diaz, C. J. (1995). One childhood, many languages: Guidelines for early childhood education in Australia (pp. 40-58). Pymble, N.S.W.: Harper Educational Publishers.

Macpherson, C. (2001). One trunk sends out many branches: Pacific cultures and cultural identities. In C. MacPherson, P. Spoonley & M. Anne (Eds.), Tangatao te Moana Nui: The evolving identities of pacific peoples in Aotearoa New Zealand (pp. 66-80). Palmerston North: Dunmore Press.

Rohl, M. (2000). Learning about words, sounds, and letters. Literacy learning in the early years (pp. 57–80). Crows Nest, N.S.W.: Allen & Unwin.

Siraj-Blatchford, I., & Clarke, P. (2000). Supporting identity, diversity, and language in the early years (pp. 91-94, 104-106).

Buckingham: Open University Press.

Te Whàriki. (1996). Early Childhood Curriculum Ministry of Education. Ministry of Education. Wellington, New Zealand.

Download full paperFile format: .doc, available for editing
Contact Us