| Summary: | Abstract 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.
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