Orthography, Cognitive Load, and Collaborative Learning in Chinese

The classroom settings analyzed in this chapter should be understood not as illustrations of cooperative learning techniques, but as laboratories in which the conceptual shifts articulated in the preceding chapters become observable as interactional practice. If Part I interrogated the institutional and ideological conditions under which Chinese has been incorporated into European educational systems, and Part II reconceptualized learning as socially mediated, affectively co-regulated, and ecologically situated activity, Part III turns to the empirical plane. The central question is how mediation materializes in real-time classroom interaction.