Intercultural pedagogies in Chinese as a foreign language (CFL). Issue 4 (3rd July 2020)

• Record Type: Journal Article
• Authors: Kennedy, Juliet
• Is Part Of: Intercultural education. Volume 31:Issue 4(2020)
• Page Start: 427
• Page End: 446
• Publication Date: 2020-07-03
• Subjects: Intercultural reflection -- Chinese as a foreign language -- intercultural competence -- ICLT; Ethnic relations -- Periodicals; Social policy -- Periodicals; Pluralism (Social sciences) -- Periodicals; Minorities -- Social conditions -- Periodicals; 370.11705
• DOI: 10.1080/14675986.2019.1702290
• Languages: English
• ISSNs: 1467-5986

Abstract

ABSTRACT: This article examines cultural and intercultural views and beliefs about learning Chinese as a foreign language (CFL) made by two fifteen-year-old students. Data collected from classroom observations, stimulated recall, unstructured and semi-structured interviews show the students regularly reflecting on language and culture outside the classroom. Findings indicate that, despite this reflection, without opportunities for explicit intercultural reflection during class, students are unlikely to develop the skills, attitudes, and traits which make up intercultural competence. Using observation and interview data, opportunities for inclusion of intercultural comparison and reflection are analysed and used to develop an intercultural teaching plan which was trialled in the researcher's own CFL classroom. A description and evaluation of this plan are provided and show that by adding a regular comparative, connective, and reflective dimension, incorporating students' linguistic and cultural experiences students are able to decentre and develop critical awareness of themselves and of others.