Intercultural Pedagogies in Chinese as a Foreign Language (CFL)

Autor/in	Kennedy, Juliet
Titel	Intercultural Pedagogies in Chinese as a Foreign Language (CFL)
Quelle	In: Intercultural Education, 31 (2020) 4, S.427-446 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-5986
DOI	10.1080/14675986.2019.1702290
Schlagwörter	Adolescents; Reflection; Intercultural Communication; Cultural Awareness; Foreign Countries; Communicative Competence (Languages); Multicultural Education; Females; High School Students; Language Attitudes; Asian Culture; Second Language Instruction; Second Language Learning; Mandarin Chinese; Stereotypes; World Views; New Zealand + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Interkulturelle Kommunikation; Cultural identity; Kulturelle Identität; Ausland; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Multikulturelle Erziehung; Weibliches Geschlecht; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Sprachverhalten; Fremdsprachenunterricht; Zweitsprachenerwerb; Klischee; World view; Weltanschauung; Neuseeland
Abstract	This article examines cultural and intercultural views and beliefs about learning Chinese as a foreign language (CFL) made by two fifteen-year-old students. Data collected from classroom observations, stimulated recall, unstructured and semi-structured interviews show the students regularly reflecting on language and culture outside the classroom. Findings indicate that, despite this reflection, without opportunities for explicit intercultural reflection during class, students are unlikely to develop the skills, attitudes, and traits which make up intercultural competence. Using observation and interview data, opportunities for inclusion of intercultural comparison and reflection are analysed and used to develop an intercultural teaching plan which was trialled in the researcher's own CFL classroom. A description and evaluation of this plan are provided and show that by adding a regular comparative, connective, and reflective dimension, incorporating students' linguistic and cultural experiences students are able to decentre and develop critical awareness of themselves and of others. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01