This study explores a sociocultural approach to teaching less-commonly-taught languages (LCTLs) through a case study of Tok Pisin instruction for Chinese undergraduates at Beijing Foreign Studies University. Delivering Tok Pisin presents several challenges, including linguistic distance from Mandarin, cultural variations, and affective barriers. The facts that the students have little exposure to the language and that they learn Tok Pisin as L3 or L4 may have posed more challenges. Grounded in Vygotsky’s Sociocultural Theory, this study employs a qualitative, practitioner research to examine how mediation and scaffolding techniques can facilitate students’ learning in a low exposure language environment. Findings suggest that cross-linguistic mediation, cultural contextualisation, and structured participation mechanisms effectively bridged typological divides, enhanced motivation, and fostered intercultural awareness. The teacher worked as a collaborative mediator rather than an authoritative message sender creates a dialogic and emotionally supportive environment. This study extends the applicability of sociocultural theory to LCTL pedagogy, especially Tok Pisin education, within Chinese higher education, highlighting the importance of affective mediation and collaborative learning.

Shuyi Qiu. A Sociocultural Approach in Teaching Less-Commonly-Taught Languages: A Case of Tok Pisin Instruction for Chinese Undergraduates. International Journal of New Developments in Education (2025), Vol. 7, Issue 12: 44-51. https://doi.org/10.25236/IJNDE.2025.071207.

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