Culture Teaching Research Articles

THE REPRESENTATION OF DIDACTIC MUSICAL GAMES IN THE CURRICULA AND TEXTBOOKS OF MUSICAL CULTURE IN CLASSROOM TEACHING

The representation of didactic musical games in current classroom teaching curricula and Musical Culture textbooks is the focus of this research. Didactic musical games are activities with specific rules and defined educational goal. Through these games, students unconsciously master various melodic and rhythmic concepts while developing their musical abilities. Due to their educational potential, these games are valuable tools for acquiring knowledge and developing skills in the teaching of Musical Culture. In this regard, the goals and tasks of this research are to determine the extent to which didactic musical games are included in the curricula and Musical Culture textbooks. The results indicate that these games are sufficiently represented in relation to the content of the Musical Culture subject. However, it is necessary to more precisely categorize certain musical games, such as singing games, those with instrumental accompaniment, musical dramatizations and didactic musical games. Additionally, we find it essential to provide specific didactic-methodical instructions for implementing these games in the curricula.

Examining Multiculturals’ and Multilinguals’ Paradoxical Bridging Behaviors in Overcoming Cultural and Language Barriers in Organizations

Research has identified the usefulness of multicultural and multilingual employees in overcoming cultural and language barriers in international work contexts, but still needs to clarify why and how these employees engage in bridging behavior. Based on in-depth analyses of 154 interviews, we inductively develop a comprehensive model of bridging behaviors with novel and counterintuitive insights. We show that bridging behaviors are not only based on individual strengths, which multiculturals and multilinguals possess, but also—paradoxically—on their weaknesses. Multiculturals’ and multilinguals’ strengths and experience with weaknesses result in different determinants and enactments of bridging. Grounded in our inductive theory building, we propose four bridging behaviors: cultural teaching, language teaching, cultural facilitating, and language facilitating. Multiculturals and multilinguals cycle between these bridging behaviors depending on their capabilities and motivations in specific situations. We provide theoretical and practical implications of our findings.

Teaching Model of International Chinese Education from the Perspective of Cross-Cultural Communication

The essence of international Chinese education is the teaching, promotion and dissemination of Chinese language and culture, while the differences between Chinese and foreign cultures will create certain obstacles to this dissemination process. In order to cope with the challenges brought by cultural differences and make full use of their positive factors, this paper proposes the application strategy of diversified teaching models, including: first, the interpretation teaching model, which helps students establish a deep understanding of Chinese culture by deeply analyzing the cultural connotations behind Chinese language phenomena; second, the cultural collision teaching model, which encourages students to stimulate critical thinking and innovation in the process of comparing the differences between Chinese and foreign cultures; third, the research-based teaching model, which guides students to participate in cultural research and cultivate their independent learning ability and research literacy; fourth, the exemplary teaching model, which allows students to experience and learn the unique charm of Chinese language and culture in practice by showing representative cultural cases.

Türkçenin Yabancı Dil Olarak Öğretiminde Okuma Metinlerinin Kültür Aktarımında Kullanımı ve Metin İşleme Sürecine Uygunluğu

In foreign language teaching, not only grammar but also cultural teaching should be targeted. It is important that the selected texts facilitate both language learning and cultural learning and make students love language teaching. In order to teach Turkish and Turkish culture, students should read texts that describe Turkish culture and convey the cultural elements in these texts to others in written and oral form, which allows them to know and embrace these cultural elements. The texts used should include cultural elements and should be aimed at teaching Turkish culture to students. Reading texts that accurately convey Turkish culture should be included in teaching Turkish to foreigners. Because each language is taught within its own logic. The purpose of this research is to address the importance and necessity of using texts for cultural transfer. In this direction, a case study was conducted within the framework of qualitative research and the research was presented. In the formation of the research, the texts named Wedding in Anatolia, Turkish Bracelets, Sultan Ahmet Mosque and Hagia Sophia were selected and examined in terms of cultural transfer during the teaching of Turkish to foreigners. As a result of the research, it was determined that students who read the selected texts and learn Turkish as a foreign language will be introduced to Turkish culture, customs and traditions. Key words: Teaching Turkish as a foreign language, Turkish language, text usage, cultural transfer, achievements, processing of text process

Construction of Classroom Culture of International Chinese Teachers from the Perspective of Effective Teaching

Culture and economy are two subsystems that are indispensable and closely linked in a country's development process. Economy determines culture, and culture is a reflection of politics and economy and reacts to economy. With the continuous rapid development of China's economy, "Chinese", as a unique cultural element in China, is increasingly active and spreading on the global international stage with the development of China's economy.​ Therefore, China's language and the cultural civilization factors attached to the language are in urgent need of "going out", they need a "missionary" who not only has the Chinese ontology knowledge but also has a high degree of cultural cognition to spread Chinese characters and Chinese civilization. At this time, international Chinese teachers who have a high degree of conformity with internal and external standards and who are familiar with cultural teaching methods and teaching techniques become indispensable. It is imperative to improve the comprehensive quality of international Chinese teachers and promote the effective teaching of international Chinese classroom culture.

The Role of Digital Education in Overcoming the Challenges Facing the Teaching Of Islamic Culture, Perspective of Jordanian University Faculty Members

This research investigates the problems encountered in teaching Islamic culture from the faculty members' point of view within faculties of Sharia law at Jordanian universities and determines the role of digital education in solving these problems. With a view to achieving these objectives, a questionnaire was designed containing 36 items and various fields related to the different challenges and the role of digital education with the descriptive analytical method. The research sample consisted of faculty members in the Sharia faculties of Yarmouk University, Al-Bayt University, and Mu'tah University. Results showed there were a lot of challenges that faced teaching Islamic culture, and how digital education is influential in surmounting them. These results support the null hypothesis of the study, that all faculty members face similar challenges in the implementation of digital education; therefore, no significant impact from demographic variables such as gender, department, or even years of experience. It means that other factors might be more conducive to surmounting the problems facing teaching Islamic culture, such as providing suitable technological infrastructure, technical and training support to faculty members, and the development of engaging and attractive digital educational materials compatible with the requirements of Islamic culture.

The Application of Experiential Culture Teaching in Teaching Chinese as a Foreign Language

The Application of Experiential Culture Teaching in Teaching Chinese as a Foreign Language

Developing a conceptual framework for exploring cultural representations in Vietnamese children’s picturebooks

In a time of globalisation, the teaching of intercultural understanding has become one of the essential components of teaching curriculum in classrooms around the world. Among various materials for teaching intercultural understanding, multicultural children’s picturebooks have been applied widely in classrooms to raise students’ awareness of cultural representations of diverse countries, especially the teaching of Asian cultures in the context of Western classrooms. However, studies in teaching intercultural understanding have also reported teachers’ difficulties in interpreting and analysing cultural elements in multicultural materials including Asian children’s picturebooks. Therefore, this paper firstly explores painters’ and illustrators’ methods in depicting cultural aspects in Vietnam. Then, the paper proposes a conceptual framework for interpreting cultural meanings children’s picturebooks about Vietnam. To do so, we conducted in-depth interviews with Vietnamese painters and illustrators who are experienced in illustrating Vietnamese culture in artworks including picturebooks. Based on interview findings with Vietnamese painters and illustrators, we propose a conceptual framework for exploring cultural aspects in Vietnamese children’s picturebooks. Grounded Theory (Strauss & Corbin, 1998) and qualitative research design (Burgess & Bryman, 1999; Mayring, 2014) along with influential theoretical frameworks in the field of cultural studies and children’s literature (Hall, 1976; Kress & van Leeuwen, 2006; Painter et al., 2013; Weaver, 1993) are applied in the present paper. Findings in this paper are significant to researchers and teachers who are interested in working with multicultural picturebooks as well as multimodal texts to explore Asian cultures.

Assessing EFL (English as Foreign Language) Education for Sustainable Development: Exploring the Cultural Teaching Literature.

Cultural teaching is the underlying core component of English as Foreign Language (EFL) education. Although the previous literature has intensely studied this theme, a comprehensive bibliometric analysis of research characteristics and trends in this field is still lacking regarding cultural teaching in EFL education. This study aims to explore the research distribution, research hot topics, and research the trends of EFL cultural teaching by conducting a bibliometric analysis of 358 articles on Web of Science using CiteSpace. The analysis leads to the following three findings: (a) The countries that teach EFL prevail in terms of number of publications but lag behind in terms of research influence, and a global academic community has not taken shape. (b) Interculturality is the central theme, encompassing a range of related topics such as intercultural competence, intercultural communication, and cultural awareness, with key teachers, learners, and textbooks as research perspectives. (c) Multilingual turn has emerged as a prominent new trend, which emphasizes the importance of cultural diversity and pays more attention to source/native languages and cultures. Furthermore, possible measures of promoting interculturality were discussed on the basis of relevant literature studies. In addition, scholars are suggested to pay more academic attention to the research and practices of EFL countries.

Integration of Mathematics Culture and Mathematics Teaching in High School under the View of Flipped Classroom

The new curriculum standard suggests that mathematics culture should be integrated into mathematics teaching activities. With the support of information technology, how to better integrate mathematics culture and cultivate students' mathematics cultural literacy has attracted much attention. This paper applies theoretical research methods to explore the combination of mathematical culture with the flipped classroom for teaching mathematical culture. On the basis of clarifying the connotation and characteristics of both mathematics culture and the flipped classroom, and analyzing the current situation of mathematics culture teaching and flipped classroom teaching in high schools, this paper proposes strategies for integrating mathematics culture into high school mathematics teaching within the flipped classroom framework: 1. Creating high-quality microvideos for mathematics culture teaching; 2. Clearly defining students' objectives and tasks for independent pre-class learning; 3. Selecting teaching methods judiciously for effective in-class instruction; 4. Enhancing teachers' own mathematics cultural literacy through reflective evaluation. Through the above strategies, high-quality teaching micro-videos enhance students' interest in learning and their independent learning abilities. Clear independent learning objectives and tasks can effectively improve students' learning efficiency and help them construct their own knowledge. Appropriate teaching methods can stimulate students' interest in learning and improve the effectiveness of classroom assessments. With the help of the flipped classroom as a teaching mode, it can assist teachers and students in adjusting and improving their teaching and learning processes, and create a more interesting, diversified, and open learning environment. This environment fosters a deeper appreciation for mathematical culture among students. The aim is to better integrate mathematics culture knowledge and enhance students' mathematical literacy in personalized teaching.

Pragmatic Instructions in Oral Communication in Context

There is a need to revisit and recalibrate pragmatic instructions of English teachers in the Philippines to adequately communicate the competencies required of students. Consequently, the primary purpose of this research was to look into the pragmatic instructions utilized by senior high school English teachers and whether there was a difference in the use of their pragmatic instructions when grouped according to years of service and educational attainment in one leading private senior high school in Baguio City, Philippines. By employing a survey questionnaire and a series of classroom observations of all senior high school English teachers, the researcher found that they sometimes integrated at least one from instructional pragmatic approaches and at least one from interlanguage pragmatic awareness-raising techniques, interlanguage pragmatic communicative practice techniques, interlanguage pragmatic corrective feedback techniques, and culture teaching techniques in every lesson in their Oral Communication in Context classes. Meanwhile, there was a discrepancy between the perceptions of English teachers as expressed in the questionnaire and their performance in the classroom. Although there were generally no significant differences in the application of pragmatic instructions by English teachers when grouped according to years of service and educational attainment, there is sufficient evidence to suggest that they incorporate more approaches and more techniques as they amass more years in the English teaching profession as well as when they obtain more advanced degrees in the graduate school. Besides adding to the body of literature regarding pragmatic instructions, this research endeavor also puts forward recommendations for future study.

The Approaches to Cultivating Chinese Cultural Communication Awareness in Senior English Teaching

Under the current background of globalization, it is particularly important to cultivate Chinese cultural communication awareness in Senior English teaching. However, the current researches show that the content of Chinese culture in English textbooks is relatively insufficient, and students’ awareness of cultural communication is very weak. In addition, students lack motivation in cultural learning, and teachers’ teaching methods are too simple to arouse their learning interests. Therefore, the research aims to explore the approaches to cultivating students’ awareness of Chinese cultural communication. The research results indicate that it is essential to fully explore Chinese cultural elements in teaching materials and design diversified cultural teaching activities. In order to stimulate students’ interest in learning, teachers are required to innovate teaching methods, promote interdisciplinary integration and make full use of multimodal resources. These approaches are beneficial to enriching students’ knowledge of Chinese culture, enhancing their cultural self-confidence, and ultimately cultivating their awareness of spreading Chinese culture.

Analysis of the Connotation and Strategies of Traditional Chinese Medicine Cultural Education in Medical Colleges and Universities

The culture of Chinese medicine is profound and has a long history, and is an important part of Chinese civilization. Its core values of “benevolence, harmony, refinement and integrity” are of great significance to the ideological and political education and cultivation of humanistic qualities of contemporary medical students. However, the current education and teaching of traditional Chinese medicine culture in medical colleges and universities can hardly meet the needs of today's medical students, and the deepening and upgrading of traditional Chinese medicine culture education is particularly urgent. In order to effectively deal with this challenge, medical schools can combine TCM culture with curriculum ideology and politics, training programs, campus culture construction and social practice, so as to promote students to better understand and practice the spirits of TCM culture.

A Systematic Review of Integrating Culture into Foreign Language Teaching and Learning

Culture has become an indispensable element in foreign language teaching. This paper intends to systematically review the existing research on culture teaching or integrating culture in foreign language teaching. 30 studies in the field of culture teaching and learning published in the last five years were reviewed systematically. The review followed the PRISMA Statement’s guidelines, and the included studies were analyzed and synthesized with seven codes, intending to investigate the latest areas of discussion in the literature of culture teaching in foreign language teaching and learning, the stakeholders’ attitudes towards culture teaching in foreign language teaching and learning, pedagogical methods used to teach culture in foreign language classrooms, the effect of culture teaching practice, as well as the research gaps derived from the analysis. In light of this information, recommendations for future research were proposed.

Impact of Canvas LMS on Communication, Evaluation, and Performance in Islamic Culture Education: A Quantitative Study

This paper aims to assess the efficiency of the Canvas LMS in the teaching of Islamic Culture at Al Qasimia University, UAE. Employing a quantitative approach, the research surveyed 155 students engaged in Islamic Culture courses using Canvas LMS, focusing on three key areas: communication, student evaluation, and student achievement. The study outcomes show a positive effect of Canvas LMS on all the three aspects. The findings from the quantitative analysis reveal a positive relationship between the use of Canvas LMS and student-instructor communication, student evaluation, and students’ performance. These findings indicate that the platform has the capacity to expand the teaching of Islamic culture in the digital environment. The study also outlines recommendations including the need to improve the feedback system and accessability of stored lessons. Recommendations are made for the improvement of Canvas LMS in the context of Islamic cultural studies based on these findings. This research contributes meaningful findings to the existing research on e-learning in cultural and religious education and provides implications to the educators and administrators of similar educational institutions. The findings and recommendations of this study may be useful to other institutions with similar programs and contribute to the improvement of the field of digital education in cultural studies.

A qualitative study on Chinese primary school EFL teachers’ beliefs about incorporating intercultural competence into foreign language teaching

Intercultural competence has become one of the important goals of foreign language education. The potential and value of foreign language education on students' intercultural competence (IC) has been widely recognized by academia. Currently, most of the research on intercultural foreign language teachers in China focuses on university teachers, with little attention paid to primary school EFL teachers. However, the cultivation of IC is a staged and continuous process which cannot be achieved in one stroke. Therefore, it is necessary to include primary school EFL teachers in the study of IC cultivation. This paper presents data on Chinese primary school EFL teachers' beliefs about incorporating IC into foreign language teaching. Specifically, their understanding of culture, IC, and intercultural teaching practices are investigated through interviews. The interview transcriptions were analyzed using thematic analysis. The research found: 1. Chinese primary school EFL teachers generally hold an essentialist view of culture; 2. Teachers emphasize the attitudinal dimension of IC; however, they also exhibit a tendency to oversimplify IC or perceive it as a higher-order skill than language proficiency, hence deeming it unsuitable for cultivation at the primary school level; 3. Most cultural teaching practices are teacher-centered, focusing on background knowledge-style introduction. In general, teachers’ intercultural teaching practices align with their cultural outlook. At last, the study explores two suggestions for promoting intercultural foreign language teaching: 1. Supporting primary school EFL teachers in updating their language and culture concepts system; 2. Encouraging teachers to reflect on their daily teaching practices as a major opportunity to promote the development of intercultural foreign language teaching.

Developing corpus literacy: A perspective of Latgalian language and cultural studies

ABSTRACT Corpus literacy has been described as the ability to use the technology of corpus linguistics to investigate language and enhance the language development of students. In recent decades, text and speech corpora for regional and lesser-used languages have increasingly been created, and they are considered an important resource of authentic texts for language and culture studies and learning. The Modern Latgalian Text Corpus (MuLa 2022) and the Modern Latgalian Speech Corpus (MuLaR) are, in this sense, available for researchers, learners and teachers of Latgalian. Researchers, teachers, and students as potential discoverers of language and culture often lack knowledge, skills and practice to work with language corpora. The purpose of this article is therefore to discuss the opportunities of using Latgalian language corpora in language and culture education. In this vein, we call for the development of corpus literacy of researchers and teachers as part of their professional development. In support of this call, we offer suggestions on how to facilitate students’ cultural awareness and foster their proficiency in the Latgalian language through language corpora. These recommendations aim to enrich both the research and teaching of language (socio-onomastics in a cultural context) and culture (folklore concept) with the help of corpus tools.

Basket cases

The studio described here comprises the second semester of the first year interior design and architectural course at the University of South Australia. It builds upon the first semester pedagogy based on memory and off-campus teaching. The studio consists of three projects employing an alliance between typology and gastronomy as a means to design and initiates cross cultural teaching methodologies. This submission will focus on the second and pivotal project titled basket case.

Analysis of the Integration Strategies of Traditional Culture in Vocal Music Teaching in Colleges and Universities

With the development of the times, vocal music teaching in universities is constantly reforming and innovating. Traditional music culture, as a treasure of Chinese culture, has a profound historical heritage and unique forms of artistic expression. It is not only the crystallization of the wisdom of predecessors, but also an important way of cultural inheritance and value expression. Traditional music culture contains rich emotions and connotations, which can convey people's insights into life, nature, and society, and has unique aesthetic value and artistic charm. However, in some universities' vocal music teaching, traditional Chinese music culture teaching has gradually been marginalized. Many vocal music teaching generally focuses on technical training and learning Western music, neglecting in-depth research and inheritance of traditional Chinese music culture. This has led to students' insufficient understanding and appreciation ability of traditional Chinese music, and they cannot truly experience the unique charm and emotional expression of Chinese music. Therefore, in vocal music teaching in universities, it is necessary to strengthen the teaching of traditional Chinese music culture.

Study of the Presentation of Cultural Elements in the PEP English Textbooks for Junior Middle Schools

With the increasing impact of globalization, the cultivation of cultural awareness and cross-cultural communication skills has become more and more important in English teaching. Textbooks play a crucial role as materials and carriers for English teaching. The way in which Chinese and foreign cultural elements are distributed and presented in textbooks can significantly affect students' learning of cultural knowledge and the development of their cultural awareness. To enhance students' cultural awareness, this study analyzed the cultural elements in PEP English textbook for junior high schools. The statistical results indicate that this textbook predominantly features Chinese culture, followed by British and American cultures, with non-target language cultures being the least presented. The presentation of cultures is primary through pictures and texts. The distribution of cultural elements is not balanced, and there is less cultural knowledge in the first book of the seventh grade. To address this issue, it is suggested that textbook writers should pay attention to the presentation of non-target language cultures, innovate the forms of cultural presentation, and distribute cultural knowledge. Teachers should strive to enhance their cultural literacy, deeply explore cultural elements, innovate cultural teaching methods and enhance students' cultural confidence. The aim is to deal with the cultural knowledge in the teaching materials scientifically and further develop students' cultural awareness.