Danping Wang redesigned her CHINESE 100/G: Beginning Modern Chinese course to centralise whanaungatanga (relationship-building) and integrate Māori epistemologies. This innovative approach shifts the focus from proficiency-driven learning to fostering connections, identity expression, and creativity.
Addresses these teaching challenges:
- Technicist acquisition of language skills
- Enhancing student engagement through relational learning
- Disconnection from cultural frameworks
- Overemphasis on memory-based assessments
- Decolonising teaching philosophies
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Transforming language teaching through relationships
Teacher’s voice
“Inspired by [Russell] Bishop’s (2019) relationship-oriented teaching, I am able to deepen my relationship-based teaching approach, emphasising a decolonial perspective on language teaching. I no longer centre on a technicist acquisition of language skills. Instead, I focus more on students’ strengths rather than their flaws, and more on their identity expression than on producing standard answers. I encourage meaning-seeking and creativity so that every learner can have a translanguaging space to find their own voices in the experience of learning Chinese in Aotearoa. I believe education is about the direction but not the destination, and I believe the direction is towards peace, respect, and co-existence of people from diverse backgrounds and civilisations.” – Danping Wang
TEL solution for relational digital assessment
To support genuine relationship-building, Danping eliminated memory-based exams and adopted relational digital assessments. Drawing on Paul Meighan’s concept of relational technology (2021), she used tools like Padlet and videomaking to encourage students to express their identities and reflect on their relationships. This approach promoted diversity, solidarity, and creativity while embedding Māori values such as mātauranga (knowledge) and whanaungatanga.
What it looked like in practice
- Whānau vlogs—By Week 6, students created individual videos titled ‘My mihi/pepeha and my whānau,’ introducing themselves in Mandarin Chinese while incorporating elements of their cultural heritage. This project encouraged students to explore connections between Māori concepts like mihi (introductions) and their own cultural traditions.
- Group kōrero—In Week 12, students collaborated on ‘Kōrero with my friends,’ discussing topics such as wellbeing, hobbies, and social activities in small groups. This activity strengthened peer relationships while allowing students to practise conversational Mandarin in a supportive environment.
These projects provided a ‘translanguaging space’, enabling students to draw on their full linguistic repertoire—including Māori, English, and Mandarin—to express themselves authentically.
The outcome
- Enhanced engagement. Students connected their personal experiences with their studies, resulting in deeper learning and stronger motivation.
- Improved confidence. Learners used Mandarin Chinese to build meaningful relationships with family and friends while expanding career opportunities.
- Increased enrolment. The course saw a 30% rise in enrolments between 2022 and 2024 (from 160 to 220 students).
Student feedback
“I really enjoyed creating this assignment and it challenged me to think in new ways as it was very different to what I am used to doing at uni! I loved being able to explore the relationship between Chinese and Māori culture and my home culture being Turkish/Kiwi. I found that there are many similarities between Turkish, Chinese, and Māori culture when it comes to the importance of family, so it was awesome to be able to bring this into my Mihi. Being able to integrate my personal life into my studies by introducing my whānau in this project was really meaningful.”—CHINESE100/G student, 2022
“I really enjoyed this assignment as it was super meaningful to me. My mother had recently passed over the Easter weekend. This made the video project even more heart touching as it made me appreciate her language and bring her closer to me. When I had first told my mother about my video project she was very glad that I would be able to communicate about my family in one of her home languages. A similarity that I had come to appreciate between Māori and Chinese culture is the respect for elderly and the sense of strong community. The Chinese/Taiwanese community that I had grown up with has always helped one another, and upon discussion with Māori friends, it is the same for them.”—CHINESE100/G student, 2023
Additional advice
- Focus on relationships. Prioritise connection over technical proficiency in language teaching.
- Use technology creatively. Employ tools like Padlet and video projects to enhance identity expression.
- Foster inclusivity. Design assessments that celebrate diversity and encourage solidarity among students.
Try it out
To implement relational digital assessments:
- Replace memory-based exams with creative projects that encourage identity expression.
- Use tools like Padlet or video-making platforms for student-led storytelling.
- Incorporate guiding principles from indigenous epistemologies into course design.
Danping Wang’s workshop series provided CHINESE 100/G students with engaging, hands-on support for designing video and book projects.
Mandarin balls featuring ‘Chinese’ and ‘中文’ (Chinese language) text are scattered on the grass, with the Marae in the background, symbolising cultural learning.
Further reading
Faculty: Arts and Education
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Danping Wang
Faculty of Arts and Education