This study is part of practitioner inquiry undertaken in an underprivileged, low-achieving primary school in Sydney, Australia, based in a Chinese as a Foreign Language (CFL) classroom with 9–10-year-olds. The aim was to unpack pedagogic discourse at the micro level of interactions, while delving into students’ perceptions of language learning experiences. Two data sources were used: an audio recording of lessons and students’ focus groups. By applying Bernstein’s pedagogic discourse and Fair Go Project’s (FGP) engagement framework, the findings reveal that consistently shifting pedagogic discourses were likely to overcome students’ social backgrounds and offer them engaging CFL learning experiences. The study makes an original contribution to providing CFL practitioners and pre-service teachers with a delicate, precise language to plan and chart courses, while guiding disadvantaged students through pedagogic mazes. This paper concludes with pedagogic implications for the social inclusion agenda.

这项研究是在澳大利亚悉尼一所贫困、成绩不佳的小学进行的从业者调查的一部分，该小学的汉语作为外语 (CFL) 教室里有 9-10 岁的孩子。目的是在互动的微观层面上解开教学话语，同时深入研究学生对语言学习经历的看法。使用了两个数据源：课程录音和学生焦点小组。通过应用 Bernstein 的教学话语和 Fair Go Project (FGP) 参与框架，研究结果表明，不断变化的教学话语可能会克服学生的社会背景，并为他们提供引人入胜的 CFL 学习体验。这项研究为 CFL 从业者和职前教师提供了一种精致、精确的语言来规划和制定课程，同时引导弱势学生穿越教学迷宫做出了原创性贡献。本文最后提出了对社会包容议程的教学意义。