Navigating the Digital World: Teaching Contemporary Chinese Culture via a Third Space with a Multimodal Approach

Autor/inn/en	Guenier, Amily; Min, Ge
Titel	Navigating the Digital World: Teaching Contemporary Chinese Culture via a Third Space with a Multimodal Approach
Quelle	In: International Journal of Computer-Assisted Language Learning and Teaching, 12 (2022) 5, Artikel 41 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2155-7098
DOI	10.4018/IJCALLT.313441
Schlagwörter	Asian Culture; Cultural Education; Cultural Awareness; Intercultural Communication; Communicative Competence (Languages); Universities; Course Content; Teaching Methods; Video Technology; Group Discussion; Multimedia Materials; Student Attitudes; Essays; College Faculty; Teacher Attitudes; Undergraduate Students; Foreign Countries; Second Language Learning; Second Language Instruction; Interdisciplinary Approach; China; United Kingdom + Suchen Sie Ihr Suchwort? Culture; Education; Kulturelle Bildung; Kulturelle Erziehung; Cultural identity; Kulturelle Identität; Interkulturelle Kommunikation; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; University; Universität; Kursprogramm; Teaching method; Lehrmethode; Unterrichtsmethode; Gruppendiskussion; Schülerverhalten; Essay; Aufsatzunterricht; Fakultät; Lehrerverhalten; Ausland; Zweitsprachenerwerb; Fremdsprachenunterricht; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Großbritannien
Abstract	This study explores a multimodal approach to teaching contemporary Chinese culture to foster university students' intercultural awareness and intercultural communication competence via a third space. Two universities in the UK took part in the study where the course contents moved from static notions of culture-as-fact in terms of national traditions to digital presentation of and live discussion about contemporary China. The pedagogy includes discussing Chinese celebrities' digital videos and films on digital platforms, and students' digital presentations in multimodal modes. Findings from students' comments in the module evaluations, students' reflective essays, and lecturers' observations prove the viability of this approach, and the data analyzed via themes address the function of the third space, the application of multimodality, and approaches to intercultural awareness and intercultural communication competence. The paper suggests that multimodality can be an effective approach to advancing theory and practice in future contemporary culture teaching. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01