Cultures taught in k 16 chinese programs
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Cultures taught in k 16 chinese programs
Chapter 4Representations of Culture in Chinese Language Textbooks for the K-16 Chinese LanguageLearners in the United StatesYing LiAuthor NoteYing Li, Cultures taught in k 16 chinese programs , Department of Bicultural and Bilingual Studies, The University of Texas at San AntonioThis research was conducted as part of (he dissertation research project. I would like to thank Dr. Peter Sayer for his expert advice and encouragement, and Dr. Juliet Langman, Dr. Becky Huang. Dr. Armando Trujil Cultures taught in k 16 chinese programs lo and Dr. Min Li for their extraordinary support in this research process.Correspondence concerning this article should be addressed to Ying Li, DepaCultures taught in k 16 chinese programs
rtment of Bicultural and Bilingual Studies, The University of Texas at San Antonio, San Antonio, TX 78249. Contact: Ying.Li@utsa.eduhttps://khothuvienChapter 4Representations of Culture in Chinese Language Textbooks for the K-16 Chinese LanguageLearners in the United StatesYing LiAuthor NoteYing Li, Cultures taught in k 16 chinese programs ese as a Foreign Language Teaching. However, the concept of culture that is embedded in Chinese language teaching needs to be further defined, especially as Chinese learning and teaching has expanded rapidly in various cultures. By conducting discourse analysis and content analysis of the most popul Cultures taught in k 16 chinese programs ar Chinese foreign language textbooks, the current study identified the representations of culture learned by heritage, non-heritage. and multilingualCultures taught in k 16 chinese programs
Chinese learners in K-16 education in the United States. There are at present 768 programs that provide Chinese teaching for American students. AfterChapter 4Representations of Culture in Chinese Language Textbooks for the K-16 Chinese LanguageLearners in the United StatesYing LiAuthor NoteYing Li, Cultures taught in k 16 chinese programs is recognized as a complex set of practices for the learners with diverse identities. The cultural representations are categorized as four types: material culture, institutional culture, behavior culture, and social ideology. This study provides a foundation to inform policymaking, curriculum and m Cultures taught in k 16 chinese programs aterial development, and testing for Chinese language teaching,Keywords: Language and Culture, Chinese Language Acquisition, Heritage and Non-heritageCultures taught in k 16 chinese programs
, Identity and Language Learning, K-16 EducationIntroductionLanguage teaching is not merely about language itself. From the perspective of sociolinguiChapter 4Representations of Culture in Chinese Language Textbooks for the K-16 Chinese LanguageLearners in the United StatesYing LiAuthor NoteYing Li, Cultures taught in k 16 chinese programs only their languages but also different varieties of the targel language and c ulturally learned ways ol using this language.Chinese teacher's also face the challenging task of having to respect linguistic diversity while promoting the “common" standards in other regions. Due to historical and polit Cultures taught in k 16 chinese programs ical reasons, the learning ol standard Chinese c an vary in different countries and regions. Tn the United States, there arc multiple styles of ChinesCultures taught in k 16 chinese programs
e language programs established based on their situations, which makes their standards vary widely. The programs can be categorized as Chinese as a FoChapter 4Representations of Culture in Chinese Language Textbooks for the K-16 Chinese LanguageLearners in the United StatesYing LiAuthor NoteYing Li, Cultures taught in k 16 chinese programs supported training programs, online programs, and Confucius Institute programs (Liu. 2010; Yao, 2009). As Yao (2009) indicated, "the trend of Chinese language learning programs in the U.S. is gradually established more and more in the primary schools and secondary schools. The starling age of learn Cultures taught in k 16 chinese programs ing Chinese is gening younger and younger" (p. 9). Because primary and secondary schools have continued to initiate Chinese programs extensively, we cCultures taught in k 16 chinese programs
an assume that in the future, Chinese programs for beginners in the college and university7 level may decrease, and the connec tion between the knowleChapter 4Representations of Culture in Chinese Language Textbooks for the K-16 Chinese LanguageLearners in the United StatesYing LiAuthor NoteYing Li, Cultures taught in k 16 chinese programs fore, it is nec essary'- to consider this situation in advanc e and provide relevant suggestions to language teachers, policy maker's, and textbook designers working in this field.Some questions (hat we should think about when talking about Chinese teaching and learning: what kind of Chinese knowled Cultures taught in k 16 chinese programs ge are actually being learned and promoted in these different programs? How do language educators connect this knowledge among the different levels? DCultures taught in k 16 chinese programs
o we still teach college students the same knowledge that are learned in primary and secondary level? How should language educators assess the languagChapter 4Representations of Culture in Chinese Language Textbooks for the K-16 Chinese LanguageLearners in the United StatesYing LiAuthor NoteYing Li, Cultures taught in k 16 chinese programs explore the present Chinese program types, the situation of culture leaching, and the textbooks used in the Unites States by analyzing the data collected through various channels to reveal the cultural practices and pedagogies used to address the needs of the leaners with different levels and identi Cultures taught in k 16 chinese programs ties. Then I will discuss the results after analyzing the cultural components reflected in the textbooks that most commonly used in different levels (Cultures taught in k 16 chinese programs
K-12 and 13-161).I see textbooks as a significant media in the language learning contexts. First, textbooks provide official knowledge of what the ChiChapter 4Representations of Culture in Chinese Language Textbooks for the K-16 Chinese LanguageLearners in the United StatesYing LiAuthor NoteYing Li, Cultures taught in k 16 chinese programs hat things happen, how native speakers or people with other identities communicate and behave, and what result people expect to see, and so forth. Through textbooks, language learners construct their identity by learning the language within the ideal language community -who “we" are or who “we" are Cultures taught in k 16 chinese programs not. Analysis of textbooks provides a lens through which we can examine what might be called, a community’s deeper or hidden social, political, and cuCultures taught in k 16 chinese programs
ltural curriculum (Williams, 2014).Literature ReviewConceptualization of Culture from Western and Chinese Perspectives1 Four years of post-secondary iChapter 4Representations of Culture in Chinese Language Textbooks for the K-16 Chinese LanguageLearners in the United StatesYing LiAuthor NoteYing Li, Cultures taught in k 16 chinese programs ciplines, such include anthropology, sociology, psychology and other social sciences, in which each discipline places an emphasis on one specific aspect of culture over another. There are in general agreements that human culture is acquired or created by man as a member of society and that is commun Cultures taught in k 16 chinese programs icated largely by language (Bidney, 1944).lylor (1958) defined culture, “taken in its wide ethnographic sense, is that complex whole which includes knCultures taught in k 16 chinese programs
owledge, belief, art, moral, law, custom, and any other capabilities and habits acquired by man as a member of society*’ (p. 1). Boas (1901) stated, “Chapter 4Representations of Culture in Chinese Language Textbooks for the K-16 Chinese LanguageLearners in the United StatesYing LiAuthor NoteYing Li, Cultures taught in k 16 chinese programs ch he lives, and the products of human activity as determined by these habits" (p. 11). Benedict (1931) referred to culture as “the complex whole which includes all the habits acquired by man as a member of society” (p. 806). These anthropologists maintain that culture consists of acquired capabilit Cultures taught in k 16 chinese programs ies, habits or customs. Culture is a quality or attribute of human social behavior and has no independent existence of its own (Bidney, 1944). Other aCultures taught in k 16 chinese programs
nthropologists such as Marett, Redfield, and Osgood, defined culture in terms of “communicable intelligence” (Marett, 1928), "conventional understandiChapter 4Representations of Culture in Chinese Language Textbooks for the K-16 Chinese LanguageLearners in the United StatesYing LiAuthor NoteYing Li, Cultures taught in k 16 chinese programs e. Culture is also conceived objectively as the social heritage. Social heritage is the sum of the historical achievements or products of human social life which has been transmitted in the forms of a tradition from one generation to another (Bidney, 1944). As Boas (1901), Sapir (1931) and Dixon (19 Cultures taught in k 16 chinese programs 82) mentioned, culture consists ofmaterial artifacts and non-material customs and ideals.Naylor (1996) further indicated three different forms of cultCultures taught in k 16 chinese programs
ure: ideal culture, real culture, and construct culture. “Ideal culture” are learned, both formally and informally taught to aspiring members of cultuChapter 4Representations of Culture in Chinese Language Textbooks for the K-16 Chinese LanguageLearners in the United StatesYing LiAuthor NoteYing Li, Cultures taught in k 16 chinese programs s to be taught and learned by new members (p. 29). Real culture:is played out on an individual basis. They think as they have been taught and do what they know must be done insofar as what they interpret that to mean or many capable of doing. Most of people do not live with what they have been taugh Cultures taught in k 16 chinese programs t in their daily life. They may learn ideal culture, but they must function and live in the real culture, (p. 32) The construct culture is when peopleCultures taught in k 16 chinese programs
attempt to describe culture for someone else (p. 33).Naylor further mentions that real culture “exists as the sum of all the beliefs, behaviors, andGọi ngay
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