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Performed Culture in Chinese Language Education
A Culture-Based Approach for U.S. Collegiate Contexts
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Publisher:
2020
Summary
Performed Culture in Chinese Language Education: A Culture-Based Approach for U.S. Collegiate Contexts elaborates on a cultural awareness-oriented, cultural performance-based, and cross-cultural communication-focused foreign language pedagogical paradigm—Performed Culture Approach — in the context of U.S. collegiate Chinese language education. Guangyan Chen draws on the data collected through questionnaires, comparisons between this pedagogy and mainstream pedagogical frameworks, and analyses of curricular development, lesson plans, and classroom discourses. Chen promotes the performed culture approach by delineating the theoretical framework of this pedagogy, reporting studies that empirically support cultural primacy in Chinese language education, and illustrating this pedagogy through analyses of a curricular structure, a lesson plan, and classroom discourses. Chen shows how this pedagogy addresses the gaps between the social need for global citizens and the insufficient integration of culture into foreign language education. The performed culture approach also addresses the overall drop in U.S. collegiate foreign language enrollment as this pedagogy connects foreign language programs to university missions and social needs.
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Bibliographic data
Copyright year
2020
ISBN-Print
978-1-4985-8495-1
ISBN-Online
978-1-4985-8496-8
Publisher
Lexington, Lanham
Language
English
Pages
233
Product type
Book Titles
Table of contents
ChapterPages
Dedication No access
Contents No access
Preface No access
Acknowledgments No access
Abbreviations No access
Introduction: Toward a Culture-Based Pedagogy for Teaching Chinese as a Foreign Language No access Pages 1 - 8
1 The Needs for a Culture-Based Chinese Language Pedagogy No access
2 Conceptualizing Culture in the U.S. Chinese as a Foreign Language (CFL) Setting No access
3 Approaches to Integrating Culture into U.S. CFL Education No access
4 Performed Culture Approach No access
5 Comparisons between PCA and Mainstream Pedagogical Frameworks No access
6 Comparisons between PCA and Two Alternatives to Mainstream Pedagogical Frameworks No access
7 Culture Provides Important Criteria for Assessing CFL Learners’ Oral Performances No access
8 Culturally Ingrained Perceptions Outweigh Teaching Experience When Teachers Assess a CFL Learner’s Oral Performance No access
