Culture Teaching Research Articles

Research on Multi-Dimensional Integration Path of Traditional Chinese Culture and Standard Chinese Language Teaching

In recent years, with the proposed construction of “new liberal arts,” some colleges and universities have made breakthroughs in interdisciplinary, curriculum integration, and education and teaching reform in combination with the actual situation and characteristics of their professional development, which has improved the quality of college talent training in the new era. Based on the requirements of “new liberal arts” construction, combined with the actual work of education and teaching, this paper explores the coupling degree of Chinese traditional culture teaching and national common language teaching in the aspects of value guidance, teaching methods, assessment, and evaluation, and applies the survey method and interview method to compare the differences before and after the pilot minority college students learn Chinese traditional culture curriculum reform, using group cooperation. The multi-dimensional teaching paths, such as the contrast of Chinese and Uyghur cultural communication and immersive experience, pay attention to the interdisciplinarity and the virtuous cycle teaching mode, aiming to make cultural education and language education move forward together, provide different perspectives for the cross-integration of cultural teaching and national standard language teaching, and give full play to the role of the construction of new liberal arts in the process of curriculum cross-teaching, teaching mode, and talent training.

“A world beyond this one”: Sustaining afro‐brasilidade through language, ritual, and culture teaching in a northeastern Brazilian school

AbstractThis research advances racioreligious linguistic ideologies as a concept to examine discursive processes whereby language, race, and spirituality become entangled within cultural lenses. It begins by exploring the racialization of Yoruba‐inspired (Nagô in Bahia) spiritualities and linguistic/semiotic practices under colonialism and racial slavery. It continues into the modern context with an extended example situated in a northeastern Brazilian school, where Nagô/Yoruba typifies Blackness. The data highlight how interlocutors in this school, working within affirmative racioreligious linguistic ideologies and the values they assign, engage in education as racioreligious identity work to resist racial, religious, and linguistic prejudices, sustain traditional knowledge, and affirm Afro‐Brazilianness.

Role of English language teaching methods in enhancing English language learning at Chinese vocational colleges: Mediating influence of intercultural communicative competence

The purpose of the current study is to examine the mediating role of intercultural communicative competence on the relationship between teaching of English language and learning at Chinese higher vocational colleges. The convenience sampling technique was used to collect data from 668 teachers, teaching English language subjects in different public and private Chinese higher vocational colleges. Smart partial least squares-structural equation modeling on SmartPLS software version 4 was used to test the hypotheses. The result revealed the direct effect of English language teaching (ELT) is not significant on English language learning (ELL). However, the intercultural communicative competences (ICC) have been tested and proved to be a potential mediator between English language teaching and learning. Because the indirect effect of ELT on ELL is positive and significant through mediator ICC. Therefore, based on the findings of this study, it can be concluded that the inclusion of intercultural communication ability is a crucial component in the vocational education of college students. Policymakers should be cautious about promoting and expanding the availability of cultural teaching and learning across demographic conditions (e.g., linguistic and ethnic diversity, age, and gender) and various levels of language proficiency. In accordance with the effects of teacher education and professional development programs, the implementation of ICC content necessitates a harmonization of pedagogical approaches and assessment practices across designated levels in order to effectively achieve educational objectives. To promote ICC in English language education, there must be clear guidelines and communication to school leaders, educators, and administrators regarding the necessity and goals of cultural integration.

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.

Analysis of Needs for the Development of Islamic Cultural History Teaching Materials Based on Independence Learning at Fatmawati Sukarno State Islamic University Bengkulu

This article aims to analyze the needs to develop history of Islamic culture teaching materials in Madrasah Ibtidaiyah Teacher Education (PGMI) study program based on learning independence. The research was carried out using descriptive and qualitative methods. Data was collected through the distribution of questionnaires and in-depth interviews with lecturers and students, and analyzed using interactive models. Based on the research conducted, it was found that the teaching materials used in Islamic History and Culture Madrasah Ibtidaiyah lectures were teaching materials that were not written by lecturers and were considered unable to increase student interest, motivation, and independence in learning. Both lecturers and students agree to develop teaching materials related to learning independence. In addition, the teaching materials to be developed are expected to focus on the material in the curriculum, which covers four main topics: 1) The condition of Arab society before Islam; 2) History of Prophet Muhammad, Da'wah, and personality of Prophet Muhammad (peace be upon him); 3) The event of the Prophet Muhammad's Hijra to Medina and the event of Fathul Mecca; 4) Civilization at the time of Khulafausrrasyidin. Another result of this study is that the Islamic History and Culture Madrasah Ibtidaiyah teaching materials to be developed should refer to the principles of teaching material development, especially teaching materials with instructions for use and materials that follow the lecture syllabus.

The Influence of a Chinese Traditional Culture Course on Primary Students’ Language Learning

The objectives of this study were: (i) to compare the scores on the test between students who took a Chinese Traditional Culture course (including ancient fairy tales, traditional festivals, and ancient etiquette) and students who did not, (ii) to examine students’ performance on the traditional culture after taking the Chinese Traditional Culture course, and (iii) to investigate students’ satisfaction about the Traditional Culture course and the corresponding Traditional Culture teaching method. For this purpose, we recruited 90 students divided into the two experimental and control groups with 45 students in each group. Additionally, five teachers and five experts were selected as the cases for the qualitative phase. The research instruments were a questionnaire, test, and structured interview. The study had a mixed methods design. We used both descriptive (i.e., percentages, means (M), standard deviation (SD), and inferential statistics (i.e., t-test analysis) to analyze the data. The results indicated (i) students who took the Traditional Culture course had higher scores on the Chinese test than students who did not, (ii) Students’ performance on the traditional culture after implementing the Traditional Culture course was improved, and (3) Students’ satisfaction about the Traditional Culture course and the corresponding traditional culture teaching method was at a good level. The results showed that taking the Traditional Culture course positively affects language learning for primary students; most students are satisfied with the Chinese Traditional Culture course and the corresponding teaching method. The students highlighted the positive impact of cultural activities, such as traditional dance, music, and theater on their language development, so schools should emphasize the importance of Traditional Culture courses and enhance students’ interest in learning traditional culture to improve learning effectiveness.

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.

CURRÍCULO E EDUCAÇÃO AMBIENTAL NA ESCOLA BOSQUE: UMA SOLUÇÃO EM MEIO A FUMAÇA DA DEVASTAÇÃO

Just as in environmental education, the study of the curriculum reveals a vast territory of educational possibilities, power and also threat. Both themes, important for reflection on environmental issues at an educational level, do not seem to have much visibility in terms of their pedagogical reach, given the fact that the school curriculum restricts the discussion of the Environment only in June when World Environment Day is celebrated. The educational process, historically linked to a traditionalist and content-based education, limits any and all possibilities of transversal, multidisciplinary and cultural teaching, inhabited by people from different social classes, different cultures, ages, gender, ethnicities, beliefs and values, given this challenge, it is worth asking: how has Escola Bosque been discussing environmental education in its curriculum and how is this educational process reflected in the school life of its students? By choosing Caratateua Island as the corpus of the study, Escola Bosque as the locus of research and its curriculum as the object of study, this writing seeks to analyze the impact of sustainable education on the school life of its students and the community, by describing the possible practices of environmental education developed by teachers at the Reference Center for Environmental Education Professor Eidorfe Moreira, for this purpose bibliographic, field and documentary research methods will be used, so that it is possible to identify different and relevant approaches for this study on the eve of COP30.

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.

Statistical Analysis of Cultural Items in the International Chinese Education Network Course Resource Database: Based on the “Chinese Bridge” Delegation Online Experience Platform

This research aims to analyze cultural items in the international Chinese education network course resource database found in the “Chinese Bridge” delegation online experience platform. Data were collected from 878 culture-themed courses implemented by 106 schools (including 64 universities, and 39 vocational colleges, 3 high schools) around China during the year 2023. After utilizing “The Framework of Reference for Chinese Culture and Society in International Chinese Language Education” as classification criteria and applying statistical analysis method, three primary cultural items categories and 27 secondary cultural items categories were showcased. The results showed that schools focused more on society and lifestyles (N=350; 39.9%) and traditional culture (N=301; 34.2%) compared to contemporary China (N=227; 25.9%) in the primary category. The most popular secondary category items were leisure (N=178), art (N=109), cultural heritage (N=102), food (N=83), and inventions (N=59) the above five accounted for more than 60%. These two category levels systematically reflected the synchronic and diachronic characteristics of cultural teaching from supra-regional and regional cultural content. However, two shortcomings were identified, namely homogenization of cultural items presentation and simplification of teaching medium language. The high-frequency recurring cultural items were Chinese tea, Chinese painting, and Tai Chi, which in total were presented in 107 courses and accounted for more than 12%. English is the most important medium language after Chinese, while teaching other languages is relatively lacking. The results of this study also provide valuable insights of improvement strategies proposed by precise learning demands, diversified cultural narration and technology assisted teaching to inspire the schools’ international Chinese education network course resources.

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.