Investigating the Impact of Cantonese Language Teaching in Class on the Classroom Participation of College Students
DOI:
https://doi.org/10.54097/n4bc8h20Keywords:
Cantonese-medium instruction; Classroom engagement; Cognitive load; Dialect pedagogy; Mixed-methods research.Abstract
This study investigates how classroom engagement is affected by Cantonese-medium education, particularly in the behavioral, cognitive, and affective aspects of engagement. Using a mixed-methods research methodology that includes classroom video observation, self-reports of cognitive load, stimulated recall interviews, and standardized engagement scores, the study finds that Cantonese education significantly improves students' behavioral engagement. On the other hand, phonological complexity, conflicts between cultural schemas, and the anxiety that results continue to impair cognitive and affective involvement. The study comes to the conclusion that in order to lower cognitive load and engage students holistically, pedagogies that are specifically suited to their needs—such as translanguaging, tonal visualization tools, and culturally relevant content—are required. The work has practical applications for improving multilingual teaching methods and developing successful dialect maintenance programs.
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