Embed Size (px)
Citation preview
A Cross Cultural Approach to Teaching Chinese Culture
汉语教学中的跨文化教学
Lixing Frank Tang （唐力行）
New York University
Questions to consider
Culture first, language second
or Language first, culture second
or Integration of language & culture
CULTURE
Hongling Zhang 张红玲 2007
CoCoLanguageLanguage
Communication
跨文化交际的语言教学
• 语言，文化和交际之间的密切关系决定了语言教学就是文化教学，外语交际就是跨文化交际。
• 跨文化语言交际能力是语言交际能力的延伸和发展
The importance of learning culture and the challenges to teaching
Chinese culture internationally
文化教学的重要性以及国际汉语教育中
中国文化教学所面临的挑战
Communications
Cultures
Connections
Comparisons
Communities
Discover the languages, discover the world
ACTFL National Standards on CulturePRODUCTS
(books, foods, music,
games, movies etc.)
PRACTICES PERSPECTIVES
(patterns of social (attitudes,
behavior & interaction) values, ideas)
From communicative competence
to
intercultural communicative competence
to
Intercultural competence
Communicative competence
• Linguistic competence 语言能力• Social linguistic competence 社会语言能力• Discourse competence 篇章能力• Strategic competence 交际策略
Canale & Swain, 1980
Communicative competence modified
• Linguistic competence 语言能力• Social linguistic competence 社会语言能力• Discourse competence 篇章能力• Strategic competence 交际策略• Social cultural competence 社会文化交际能
力• Social competence 社会交际能力
van Ek 1986
Intercultural Communicative Competence
文化知识 (Information culture)
交际实践 文化意 识
(Behavioral culture) (Perception)
张君东，杨莉， 2012
Information culture文化知识
• Knowledge of Chinese culture
• Knowledge of local culture• Knowledge of the similarities of the
two cultures ( 文化共性 )• Knowledge of the differences of the
two cultures ( 文化差异）
Behavioral culture交际实践
• Ability to use the target language appropriately
• Ability to use non-verbal language
• Ability to use communicative strategies and skills
• Ability to resolve communication barriers
Perception ( 文化意识 )
• Understand deep culture• Willing to communicate with people of
a different culture
• Respect other cultures
• Accept cultural differences and overcome cultural prejudices
• Understand cultural relativism and reject ethnocentralism
“ 当代语言教育的目的是进一步维护和发展欧洲语言和文化多元化特征 … 通过国际交流和跨文化交际，促进相互理解，培养对不同文化包容和尊重的态度……”
《从语言多元发展到多元语言教育： 欧洲语言教育政策发展指南》（ 2002 ）
A Study on teaching culture
• Ongoing since 2012• Participants: Over 50 Chinese language
teachers in American K-12 schools • Data collection: Survey, Interview,
school visit, classroom observation, roundtable discussions
Findings
• Everyone teaches culture in his or her own way.
• No one has a curriculum or syllabus or good textbook on culture.
• Culture is a supplement to the learning of language and no one teaches culture systematically or purposefully.
Findings
• Most teachers teach PRODUCTS, and focus more on traditional culture than modern culture, more on high culture than pop culture.
• Most teachers teach PRACTICES, but
more dependent on textbooks.
Findings
• Few teachers teach PERSPECTIVES.• Reasons for hesitation to teach
PERSPECTIVES:–Fear to touching sensitive topics–Social stereotypes–Bias towards China–Ethnocentralism
Findings
• Most teachers use the “by-the-way approach,” “festival approach,” “Culture Friday,” “cultural capsule,” etc.
• Teachers do compare cultures but infrequently.
• Most teachers lack understanding about intercultural communicative competence and intercultural competence
Findings
• Most teachers feel they are not adequately educated in teaching culture.
• Most teachers feel they lack knowledge in the local culture (American culture).
• Over 80 percent respondents are dissatisfied with the training at college & graduate school.
• A strong need for pd on culture.
Implication to teaching I: Enrichment of teachers’ cultural perspective
• Attitude ( 态度层面 )• Knowledge ( 知识层面 )• Skills ( 技能层面 )
Attitude ( 态度层面 )
• 认识语言和文化之间的关系
• 增强自我意识，反思自己的言行，避免民族中心主义以及偏见
• 培养对异国文化的兴趣，开放，和移情
Knowledge ( 知识层面 )
• 愿意及善于学习新的文化知识，不断充实更新文化知识 ，包括本国文化，异国文化和世界文化
• 充实语境（地理环境和社会文化环境）的知识及对交际的影响
• 提高外语和非语言交际能力
中华文化
世界 当地 文化 文
化
异国文化
文化知识
Skills ( 技能层面 )
• 不断提高自身跨文化交际能力，调整自己的文化行为，提高自己的文化意识
• 培养文化敏感性，善于观察和比较文化现象，正确对待文化碰撞
• 经常反思本国文化，反思跨文化交际行为，并能站在对方的角度去理解和处理问题
Implication to teaching II: The art of teaching culture
• An intercultural approach
• A humanistic approach
An intercultural approach跨文化教学
Cross cultural exploration
Compare and contrast
Teaching differences as well as commonalities
中华文化
异国文化
世界文化
当地文化
Fantini’s process framework to develop intercultural
communicative competence• Presentation of new materials• Language practice • Language exploration• Transposition or use the language• Sociolinguistic exploration• Culture exploration• Intercultural exploration (compare &
contrast target & native linguacultures)
Fantini 2001
Humanistic approach:人文主义教学
Student-centered
Creative teaching
Educate the hearts and minds
Perhaps the most important articleof faith is that the learner’semotional attitude towards theteacher, towards fellow learners, and towards the target language and culture, is the single most importantvariable in language learning. It is crucial,not only to take account of this factor, but togive it a central place in the selection ofcontent, materials and learning activities.
- David Nunan, 1991
Student-centered approach
Focus on students’ need and interest
Select and develop curriculum materials that meets students’ needs
Adopt a new teacher role as
a guide, facilitator, and advisor
Types of cultural content
Chinese & world culture
Past and present
Authentic materials
My stories
Adapt, do not adopt: Create your own textbook
第
五课 看
朋友
Creative teaching
Multiple entries
Task-based learning
Project-based learning
Storytelling
Howard Gardner’s Multiple intelligences theory
Design
Empathy
Symphony
STORY
Play
Meaning
Daniel Goleman 2005
Story: What brain research tells us
Humans are not ideally set up to
understand logic; they are
ideally set up to understand
stories.
Roger Schank, cognitive scientist
Storytelling
Words Emotion
Action
Music
Drama
Art
Meaning
I’ve got astory ….
HUMANIZING THE WEB HTTP://COWBIRD.COM/COWBIRD/CREATED BY JONATHAN HARRIS
Humans of Shanghai http://globalvoicesonline.org/2014/01/09/photos-
humans-of-shanghai/#
Not a conclusion Integrate the learning of language and
culture Take an intercultural approach to develop
intercultural communicative competence Adopt an humanistic approach to develop
students’ positive attitude towards you as a teacher, their fellow students, and the Chinese language and culture as well as the world culture
A conversation between Daniel Goleman and George Lucas
on new demands to teachers
educate the hearts and mindsof our students
