Using Differentiated Instruction to Teach the '被'Bei Structure in a Chinese as a Second Language (TCSL) Class

Facing increasingly diverse students, teachers can no longer cater to students’ various needs with a one-size-fits-all approach. Differentiated instruction (DI) provides teachers with varied perspectives on curriculum and class design and allows students more opportunities to explore their potential, despite their different learning profiles, levels of readiness, and interests. The researcher, who is also the writer of this chapter and the instructor of the Mandarin Chinese language class described herein, aimed at implementing an action research study to investigate the effectiveness of DI in the teaching of the difficult Mandarin structure “被Bei”. The “被Bei” structure, a passive construction emphasizing consequence caused by an action, is important both in class and in assessment for credit-bearing, stage-four classes at the present researcher’s university. The structure has also been identified as difficult for learners of Mandarin Chinese. The present researcher’s observations and participants’ reflections were analyzed qualitatively and suggest that DI can enhance the learning experience and improve student motivation, even in online classes focusing on difficult structures such as “被Bei”. In particular, the DI class created a more relaxing and safer learning environment, where learners could maximize their potential.