Culture Teaching Research Articles

상호문화교육에 기반한 한국어 문화 교수·학습 설계

In order to design Korean language culture teaching and learning based on intercultural education, this study selected “The Fairy and the Woodcutter” corresponding to the world-class folktale transmission type swan maiden, and surveyed and reflected the perceptions of Chinese and Vietnamese learners twice. The real culture of foreign learners was reflected in teaching and learning by investigating the commonalities and differences between “The Fairy and the Woodcutter-牛郎 織女-Ngưu lang Chức nữ” that the people of “Korea-China-Vietnam” commonly know. In addition, it was intended to promote learners intercultural capabilities by considering Byram and the Korean Language Education Standard Model Development Process, which emphasized the improvement of intercultural cultural communication capabilities of both learners and instructors in foreign language education. These efforts are meaningful in that they have been actively carried out using folk tales in Korean language education, expanding the interpretive horizon of Korean language culture education.

How to Integrate Chinese Traditional Culture with High School English Teaching under the Background of NECS

The significance of cultural awareness and the intimacy between culture and language call for the integration between Chinese traditional culture and English teaching. To know the current situation of Chinese traditional culture in high school English teaching, this thesis conducts a survey from three aspects: teachers’ ability in Chinese traditional culture, teachers’ attitude and teaching practice. The data shows that (1) in terms of teachers’ ability in Chinese traditional culture, high school English teachers have a low ability in Chinese traditional culture; (2) in terms of teachers’ attitude, teachers aware of the significance of Chinese traditional culture, but they don’t get the role that English course plays in the teaching of Chinese traditional culture;(3) in terms of teaching practice, the teaching content, textbooks, homework and assessment seldom cover Chinese traditional culture.

The Teaching of Cultural Component among Teachers of English at High Schools in Vietnam

The first purpose of the paper is to explore the actual teaching practice of cultural components in language teaching classrooms in some schools in Hanoi, Vietnam. The second purpose is to better understand the teachers’ perceptions towards the integration of cultural teaching in their foreign language teaching practice. A qualitative research approach was selected to answer the research questions. Five observations were conducted along with semi-structured interviews with teachers who had been interviewed. The findings show that not many activities were employed to teach cultural components in these classes. The cultural features were mainly dealt with through facts, visual images and some brief connotation explanation. However, it was surprisi ng that most teachers believed that the teaching of culture is useful for students in developing their communicative competence.

Socio-Cultural Factors Affecting How Africans Interpret Instructional Materials and Chinese as a Foreign Language

Purpose: The purpose of this study is to determine the influence of socio-cultural differences in the interpretation of Chinese Language Instructional Materials (CLIM) by African students.
 Methodology: The paper used a desk study review methodology where relevant empirical literature was reviewed to identify main themes and to extract knowledge gaps.
 Conclusion: The study concluded that there are adequate Chinese language instructional materials at Stellenbosch University but they contain culturally unfamiliar elements for the African learners. In addition, many textbooks for foreign languages include cultural references that are foreign to their students. Because of the cultural differences, the information presented in the course materials is less easily understood. Students at Stellenbosch can be said to have an optimistic outlook on Chinese in general
 Unique Contribution to Theory, Practice and Policy: The study recommended that the introductory topics in the Chinese language curriculum emphasize more on teaching of the Chinese culture. Also, efforts should be made to localize the learning resources for a more effective teaching of the language. The Chinese language curriculum could place greater emphasis on helping African students gain an appreciation for Chinese culture in its foundational or introductory materials. CFL course requirements in universities should also be examined in light of the foregoing

Teaching culture through EFL classes in Turkey: a qualitative study of teachers’ conceptualizations and pedagogical orientations

ABSTRACT Reconsideration of culture pedagogy, in terms of what culture refers to and whose culture dominates English language teaching is a prevalent issue in language teaching. Therefore, in this study, we conducted one-on-one interviews with 17 in-service teachers of English language at three private K-12 schools in a northwestern city of Turkey to examine their conceptualizations of culture and pedagogical orientations towards teaching culture. We analysed the data by using Jackson’s seven facets of culture and Larzén-Östermark’s classification of teachers’ three orientations towards teaching culture. Our findings revealed “culture as learned” as the dominant facet and “cognitive orientation” as the dominant orientation towards teaching culture. However, when teaching culture in a private school, the teachers seemed to experience tensions between the goal of authenticity and the scripted curriculum from the selected textbooks. Few teachers reported parental pressure and resistance regarding the teaching of English culture. Our findings suggest implications for EFL teacher education.

Teaching critical reading of authentic Publicistic texts from the internet editions to pre-service English teachers

The article deals with one of the current problems related to modern foreign language and culture teaching methodology – the development of pre-service English teachers’ critical reading skills on the material of authentic publicistic texts from the Internet editions. Particularly, the notions of critical thinking and critical reading are defined. Various points of view in the psychological and pedagogical literature concerning the concept “critical thinking” are described; the key features of critical thinking in the educational dimension are outlined. The attention is focused on theoretical methodological background of developing pre-service English teachers’ critical reading skills on the material of authentic publicistic texts taken from the Internet editions. The main methodological types of reading are outlined, the peculiarities of critical reading as compared to analytical reading are revealed. The critical reading skills are considered. The main stages of developing critical thinking skills in correlation with building up critical reading skills are characterized. It is substantiated that the potential of authentic publicistic texts from the Internet editions in developing pre-service English teachers’ critical reading skills is considerable. It is determined that the main goal of developing pre-service English teachers’ critical reading skills on the material of authentic publicistic texts from the Internet editions is to expand students’ cognitive skills and competencies to solve social, scientific, practical and professional problems effectively. The article considers the strategies of forming pre-service English teachers’ critical thinking skills on the material of authentic publicistic texts from the Internet editions that are annotating, pre-scanning, contextualization, putting questions, reflexion, outlining and summarizing, evaluating statements, comparing and contrasting of thematically relevant texts, etc. The teaching techniques of developing critical thinking skills in the process of teaching critical reading to pre-service English teachers are offered.

Between] the Paintings of the Ndebele Houses: [Geo]metries and Ragged Curricula

The implementation of Law 10.639/2003 on the Teaching of Afro-Brazilian History and Culture in Schools has demanded from Mathematics Education several studies and problematizations about the nature of the [M]mathematical knowledge present in school curricula. This Law prompts dialogues between different epistemologies, whether of Western origin, Afro-Brazilian origin, or in between these epistemologies, in order to produce new debates that fray the disciplinary logic, neutrality, universality, and uniqueness of Mathematics. Thus, based on the practice of painting houses, which is carried out by women from the Ndebele people of Africa, we can consider the curriculum a place of invention. Objectives: Learning from the Ndebele women, what paintings can emerge? Are curricula invented when Stories and practices of African cultures become the focus of study in Mathematics classes? Design: We are guided by an intervention-research, performing a review of ethnographic investigations on the sociocultural practice of painting Ndebele houses. Environment and participants: The research begins with the subjectivity processes that cross three researchers: two mathematical educators in different stages of life and a philosopher. They are all interested in following different paths with Mathematics Education, Ethnomathematics, Philosophy, and..., which make us professors, determining our conceptions of territory and research. Data collection and analysis: The records and data of this research were produced based on the works of Paulus Gerdes on the paintings of Ndebele houses, as well as other authors of African origin, allowing us to be affected by these productions and question the homogeneous curricular models. Results: With this research, we travel to Africa to find strange the mathematicS practiced by the Ndebele community and to make the mathematics curriculum strange; in this sense, contemplating knowledge at the crossroads of the school curriculum, Law 10.639/2003 and Mathematics, entails producing a notion that is closer to the affective field than the field of meanings. Conclusions: The experience of shifting sociocultural practices to the classroom, such as the sociocultural practice of painting Ndebele houses reveals a curriculum as a place of invention in which mathematicS takes place and composes other curricula capable of painting a different use for Law 10.639/2003 fraying Mathematics' neutrality, universality, and uniqueness, and developing a school curriculum that escapes, leaks, and spreads minor, distinct, and unusual knowledge.

Fulbright Foreign Language Teaching Assistant (Filipino) Scholars’ Journey in the United States of America

Scholars under the Fulbright Foreign Language Teaching Assistant (FLTA) Program have three important roles: teach the Filipino language and culture, study two courses per semester, and serve as cultural ambassadors of the Philippines in the United States. Exploring the scholars’ journey is important in providing future scholars ideas on rewarding and challenging experiences. This qualitative-biographical study focuses on five scholars’ (2022-2023 cohort) personal embodied experiences and encounters of learning processes. Using reflective writing, introspection, and journal entries as data collection techniques, the researchers accounted for the journey of every scholar. Results show that scholars’ personal embodied experiences include a sense of fulfillment, challenges, and personal and professional growth while their encounters of learning processes are comprised of students’ challenges in learning the language, the presence of negative learning behavior, and appreciation of the language and culture taught. Scholars also see Fulbright as platform for global and cultural involvement and self-growth.

Dual educational rationality and acculturation in Mapuche people in Chile.

Even though Mapuche people represent the largest indigenous population in Chile, the "logic of double rationality" in their educational knowledge and its link with acculturation dynamics, has been scarcely studied. The aim of this study was to explore the relationships between the attitudes toward school education and the acculturation orientations of 468 Mapuche people, with ages from 17 to 53 years (M = 16.19; SD = 7.0). Participants were students of secondary schools and universities from urban and rural areas of different regions of Chile. Results showed that most of the participants presented a bicultural orientation (39.4%), followed by a group of segregated or ethnic identity profile (23.5%), while those who preferred assimilation (17.5%), and marginalization (20.7%) represented a minority. Results indicated that people identified as bicultural scored higher in the components of dual Mapuche/ Chilean Mestizo educational rationality than the other acculturation profiles. Also, the fluency in speaking Mapuche language was positively associated with the perception of cultural differences in knowledge and education between Mapuche and Chilean culture, the evaluation of the teaching of Mapuche culture, the perception of school as a factor of assimilation, the valuation of bicultural practices, and the justification of double rationality. Findings' contributions to the development of pertinent educational practices in contexts of social and cultural diversity are discussed.

A CiteSpace-based review of cross-cultural communication in international Chinese language education in China (1994-2022)

This paper applies bibliometrics visualization analysis software CiteSpace-6.1.6 and CNKI as the data source and analyzes the literature published in domestic journals during 1994-2022, in order to understand the development trend and main issues of cross-cultural communication in the field of international Chinese education. The results of bibliometric cluster analysis show that in the past 30 years, the research topics in this field mainly focus on 17 clusters, including “culture”, “Chinese language”, “cultural communication”, “differences”, “international students”, “cultural differences”, “Chinese as a foreign language”, “cultural connotation”, “foreign language teaching” and “cross-cultural”. According to the analysis of cited information, “cultural difference”, “pragmatic mistakes”, “Chinese as a foreign language”, “cultural communication”, “cross-culture”, “cultural teaching” and “cultural difference” are the most concerned topics. “Case study” and “teaching design” are the research trends and hot spots in this field in the past two years. This paper not only reviews the history of cross-cultural studies in international Chinese education, but also looks forward to the future development of cross-cultural studies in international Chinese education.

The Case Study of the Relationship Between Pre-Service Teachers’ Beliefs and Cultural Awareness in Teacher Education

This study aims to examine how and in what ways pre-service teachers’ identities are constructed and developed in student-teaching experiences. In this study, two Taiwanese EFL university pre-service teachers participated in a year-long 2019-2020 case study at Southern University. Data consisted of pre-service teacher multicultural attitudes, the transcriptions of course documents, and open-ended interviews. The study suggests that the pre-service teachers’ beliefs play a significant role in shaping their understanding of language learning and teaching. Additionally, the experiences pre-service teachers have in diverse cultural settings shape their identities and inform their future teaching practices as they develop the ability to connect with their students and offer valuable insights. The results suggest that future pre-service teacher education programs should nurture pre-service teachers’ multicultural awareness and cultural teaching strategies before and during teaching the students.

Feasibility Analysis of Museum Application in Teaching Chinese Culture as a Foreign Language

In recent years, the theoretical and practical achievements related to the emerging discipline of Chinese as a foreign language have been increasingly improved. The teaching of Chinese as a foreign language is not only the teaching of language, but also the teaching of culture. Its fundamental goal is to train students to use Chinese for communication. The macro purpose is to promote Chinese civilization. Learners' cognition of the background culture of the target language is conducive to improving the comprehensive language use ability and enhancing the sense of Chinese cultural identity. Therefore, cultural teaching has been paid more and more attention by researchers, and some explorations have been made in the methods, strategies and places of cultural teaching. As a non-profit permanent institution serving the society, the museum displays material and intangible heritage and provides a variety of experiences for education, appreciation, meditation and knowledge sharing. Shaanxi History Museum is known as "the pearl of the ancient city and the treasury of the Huaxia civilization". The cultural relics in the museum display the splendid ancient Chinese culture represented by the Zhou, Qin, Han and Tang dynasties, covering political, economic, cultural, spiritual and other fields. As a cultural and educational institution, it provides innovative resources for revealing and presenting cultural elements. This article will start from the intersection of cultural teaching and museum functions, list the auxiliary role of museum resources in cultural teaching, demonstrate the feasibility of using museums to carry out cultural teaching, and expand the way of teaching Chinese culture as a foreign language.

Intercultural Sensitivity and Cultural Othering in English Language Pre-Service Teachers

Developing intercultural communicative competence has become an inevitable need within 21st-century demands, mobilizing global efforts to promote unity through diversity. However, within the Colombian context and supported by an economic interest in bilingualism, most English language teaching programs still advocate educational practices that reaffirm cultural homogenization and legitimation. This presupposes a challenge for pre-service language teachers, who may not be interculturally prepared to overcome their ethnocentrism, and yet have to face a language classroom. The study explored the intercultural sensitivity level of a group of 50 pre-service English language teachers from a Colombian private university, its influencing factors, and explained its relationship with the representation of the Other. A two-stage explanatory sequential mixed-method design was employed, involving, in the first stage, quantitative data from a self-awareness intercultural sensitivity questionnaire and in the second stage, qualitative data from semi-structured interviews and two in-class observations. Findings indicated that the participants demonstrated ethnocentric intercultural sensitivity arising from a traditionalist culture teaching approach, misleading artificial means to culture learning, and limited overseas cultural experience, which led them to perpetuate Cultural Othering, a social representation materialized through mechanisms of overgeneralization, cultural pride, and cultural underestimation. The conclusions and implications are further discussed.

Critical Literature Review on Teaching Chinese as a World Language in the Context of Globalization

Using perspectives on language and language learning in Second Language Acquisition (SLA), including the traditional cognitive orientation, sociocultural theory orientation, and critical theoretical orientation as theoretical frameworks, this study critically analyzes 78 papers published from 2014 to 2020 in Chinese as a Second Language—The Journal of the Chinese Language Teachers Association, USA (CSL), a leading journal that is devoted exclusively to the study of Chinese language, culture, and pedagogy. This study investigates how the teaching and learning of Chinese language and culture has been conceptualized and enacted in the field of SLA and explores factors that contributed to frustration, dissatisfaction, or criticisms in this field (e.g., Lantolf and Genung, 2002; Li and Duff, 2008, 2018; Thorne, 2005). Additionally, this study raises awareness of the value of sociocultural and critical perspectives on language teaching and learning (e.g., Douglas Fir Group, 2016; Fairclough, 1992; Halliday and Hasan, 1985; New London Group, 1996; Vygotsky, 1978), suggesting more critical and sociocultural-oriented research to support learning Chinese as a world language in the context of globalization.

On culture teaching practice in senior high school English Class from the perspective of intercultural Third Space

While recent research on the cultivation of EFL learners’ cultural awareness in senior high school has highlighted the pedagogical coping strategies based on culture teaching phenomena, theory-driven culture teaching practice has been under-explored. Informed by the theory of intercultural Third Space, this paper reports how to guide senior high school students to construct intercultural Third Space, so as to enhance their cultural awareness and intercultural critical thinking competence from the three-dimensional perspective of attitude, cognition, and behaviour, through a teaching case in the four stages of attitude cultivation, knowledge construction, simulated communication, and critical reflection. The study indicates that the concept of intercultural Third Space can theoretically make up for the deficiency of culture teaching in Chinese senior high school English class and practically provide teaching design support for classroom instruction.

Diskursive Landeskunde im Unterricht Deutsch als Fremdsprache (DaF) : Entwicklung und Erprobung von literaturbasierten Online-Materialien für den chinesischen Bachelorstudiengang Germanistik

In today's globalized world, the construction of meaning for cultural activities has grown progressively more diverse and intricate. Within foreign language classrooms, enabling students to actively participate in foreign language discourse and grasp the intricacies of cultural meaning construction is essential for their enhanced ability to tackle a wide array of complex global challenges. To accomplish this, cultural teaching in German as a Foreign Language (GFL) classes has undergone a paradigm shift over the past two decades. Instead of looking at human behavior from an external perspective, cultural teaching now concentrates on individualized viewpoints regarding discursive negotiation processes. This development has also accelerated the evolution of literary didactics in GFL classes, which relies on discursive concepts such as Diskursive Landeskunde. However, the lack of training in discursive ability in both cultural and literary courses in the Bachelor's program of German Studies at the investigated university, ECNU, can lead to a superficial and narrow understanding of cultural activities. This study addresses this issue and adopts the research method of Design-Based research, designing and testing literature-based course materials on the topic of Migration and Home. The goal is to enhance both the discursive and aesthetic abilities of students in the Chinese German Studies program.

Cross-curricular Connections of Music Culture and Other Subjects in Croatian Elementary Schools

Music lessons provide many opportunities for cross-curricular connections with other subjects. As part of the work, research was conducted on a sample of 110 teachers who teach Music Culture in elementary school. The aim of the research was to find out the teachers' views on the implementation of cross-curricular connections between the teaching of Music Culture and other subjects, the frequency and methods of conducting such teaching, as well as possible statistically significant differences between teachers in the attitudes and implementation of cross-curricular connections with regard to sociodemographic variables. We believe that the results of this research indicate the need for more intensive implementation of cross-curricular connections between the teaching of Music Culture and other subjects.

Intercultural Communication and English Reading and Writing Teaching

Language is the carrier of culture, learning a foreign language is not just learning words and articles on the surface. Instead, it should be regarded as a cultural learning process. The ultimate purpose of learning a foreign language, therefore, is to have a real understanding of the cultural connotations and to apply them successfully in the practice of cross-culture communication. However, culture teaching is always ignored by teachers in English teaching. Reading is a skill that English learners must master and an important indicator of English proficiency. Reading barriers will have a certain impact on learners' academic performance and daily communication. Meanwhile, Writing is a kind of written form of communication to express thoughts. It involves comprehensive usages of listening, speaking, reading and other language skills. Therefore, in both theoretical and practical teaching domains, problems of writing have been the focus of language educators. However, the students’ writing ability improves comparatively slowly, and the results of teaching are not satisfying owning to the fact that students are not fully aware of the cultural differences between China and the west in the way of expressing. They often fail to think in the western way when writing. Thus, teachers should pay full attention to and seriously study the cultural differences between Chinese and English and apply cross-cultural communication to English reading and writing practice. Only in this way can they help students improve their English level and avoid Chinglish.

UKRAINIAN AS A NATIVE, HERITAGE AND FOREIGN LANGUAGE: THE CONTENT OF CONCEPTS AND PRINCIPLES OF TEACHING

The interest in learning Ukrainian is constantly growing. Today, we can identify three audiences that learn the language: Ukrainians, the diaspora and foreigners. Accordingly, approaches to teaching it should be different. Therefore, the article defines the concepts of Ukrainian as a native language, Ukrainian as a heritage language, and Ukrainian as a foreign language. Attention is focused on the content of the concept of native speaker and its characteristics. Basic principles and tasks of a modern lesson in Ukrainian as a native language are characterized. These include the development of skills to work with information, create and analyze texts, and express one's own opinion. The lesson also performs an educational function, ensures the mastery of moral, ethical and psychological principles of communication and cooperation, etc. Traditional and non-traditional methods of language teaching are covered. For teachers of Ukrainian as a heritage language, the target audience is bilinguals who usually have good oral language skills formed under the influence of communication at home or in the community, but reading and writing skills are not sufficiently developed. Therefore, teachers should focus on the development of reading skills, including understanding the content of the text, and writing skills, including the ability to not only reproduce texts but also compose them. Teaching should use an activity-based method, a differentiated approach, a combination of different types of assignments, and interrelated language and culture teaching. This audience faces problems related to interference. The article also highlights the main principles and rules of teaching a language as a foreign one: the role of the foreigner's goal to learn the language, the choice of teaching methods based on the communicative approach, the construction of courses according to the level of language proficiency, the linguistic and cultural aspect, etc. As an example, the International Summer School of Ukrainian Studies «Step to Ukraine» organized by the International Institute of Education, Culture and Diaspora Relations of Lviv Polytechnic National University is cited.

Teaching Difficult Stories: Trauma-Informed Teaching in the Classics Classroom

AbstractEvery textbook has its strengths, and each its own quirks and idiosyncrasies. Apart from any pedagogical concerns about the old Cambridge Latin Course textbook series, for example, was the question of how it represented problematic aspects of the ancient world, such as the role of women and the institution of slavery (see Hunt, 2016). The de Romanis Latin course (Radice et al., 2020a and 2020b), which we use at my school at Key Stage 3, takes a much more detached approach to the teaching of Roman culture, presenting its reading exercises as individual stories grouped around each chapter's centralised theme rather than as a narrative told from the perspective of one group of fictionalised characters. But difficult subjects still arise and need to be handled sensitively by the teacher – particularly given the age group (11–14) the textbook is aimed at. This paper shows one way in which this might be achieved.