Lexington Books
Pages: 248
•
Trim: 6⅜ x 9
978-1-4985-8495-1 • Hardback • June 2020 • $111.00 • (£85.00)
978-1-4985-8496-8 • eBook • June 2020 • $45.00 • (£35.00)
Guangyan Chen is an associate professor at Texas Christian University.
Preface
Acknowledgments
Abbreviations
Introduction
Part 1: The Needs for a Culture-Based Chinese Language Pedagogy
1. The Needs for a Culture-Based Chinese Language Pedagogy
2. Conceptualizing Culture in the U.S. Chinese as a Foreign Language (CFL) Setting
3. Approaches to Integrating Culture into CFL Education
Part 2: Culture-Based Language Pedagogy: Performed Culture Approach (PCA)
4.Performed Culture Approach
5.Comparisons between PCA and Mainstream Pedagogical Frameworks
6.Comparisons between PCA and Two Alternatives to Mainstream Pedagogical Frameworks
Part 3: Studies Empirically Supporting Cultural Primacy in CFL Education
7.Culture Provides Important Criteria for Assessing CFL learners’ Oral Performances
8.Culturally Ingrained Perceptions Outweigh Teaching Experience When Teachers Assess a CFL Learner’s Oral Performance
Part 4: Applications of PCA
9.A PCA-Oriented Chinese Curriculum
10.PCA-Adapted Lesson Plans
11.PCA-Based Classroom Discourse
References
Index
About the Author
"Although foreign language professionals all agree that culture instruction is important in language instruction, the field of foreign language education has yet to find an effective pedagogical framework to truly integrate culture instruction with language instruction. This book has provided both theoretical and empirical grounds for a culture-based language pedagogy and argued convincingly that the Performed Culture Approach (PCA) holds the potential to change the mindset and practices of Chinese language teachers, and perhaps for other languages as well. The link between a culture-based language pedagogy and global citizenship proposed by the author is sure to revitalize the field of foreign language education in the years to come."
— Li Yu, Williams College
"Foreign language acquisition and pedagogical research has clearly shown that our language curriculum should foster students’ linguistic, socio-cultural and strategic competencies. However, when we examine the current practice of Chinese language pedagogy, we find that the development of socio-cultural competencies does not receive adequate attention in the language curriculum. Professor Chen's book is outstanding in that it helps enhance the part of the language curriculum that fosters the development of students’ socio-cultural competence. She argues convincingly the importance to integrate culture in teaching Chinese as a foreign language at various levels and offers informative and practical suggestions on how to incorporate the teaching of Chinese culture in a Chinese curriculum."
— Jianhua Bai, Kenyon College