Performed Culture in Chinese Language Education: A Culture-Based Approach for U.S. Collegiate Contexts

Guangyan Chen

doi:10.5771/9781498584968

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

Edition: 1/2020
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: Monograph

1. Dedication No access
2. Contents No access
3. Preface No access
4. Acknowledgments No access
5. Abbreviations No access
Introduction: Toward a Culture-Based Pedagogy for Teaching Chinese as a Foreign Language No access Pages 1 - 8
1. 1 The Needs for a Culture-Based Chinese Language Pedagogy No access
2. 2 Conceptualizing Culture in the U.S. Chinese as a Foreign Language (CFL) Setting No access
3. 3 Approaches to Integrating Culture into U.S. CFL Education No access
1. 4 Performed Culture Approach No access
2. 5 Comparisons between PCA and Mainstream Pedagogical Frameworks No access
3. 6 Comparisons between PCA and Two Alternatives to Mainstream Pedagogical Frameworks No access
1. 7 Culture Provides Important Criteria for Assessing CFL Learners’ Oral Performances No access
2. 8 Culturally Ingrained Perceptions Outweigh Teaching Experience When Teachers Assess a CFL Learner’s Oral Performance No access
1. 9 A PCA-Oriented Chinese Curriculum No access
2. 10 PCA-Adapted Lesson Plans No access
3. 11 PCA-Based Classroom Discourse No access
References No access Pages 209 - 224
Index No access Pages 225 - 232
About the Author No access Pages 233 - 233