中文教学中的文化关切综述.pdf
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1、49中文教学研究AnOverviewofCulturalResponsivenessinChineseLanguageTeachingAn Overview of Cultural Responsiveness in Chinese Language TeachingLi Huiwen Bard College,USA Wang Min Georgetown Day School,USA Lin Yu Emory University,USAAbstract Classrooms nowadays are more culturally diverse than in earlier cent
2、uries,calling for teachers of all subject areas to be culturally responsive.Culturally responsive teaching(CRT)or culturally relevant teaching is a pedagogy for classroom teachers to adopt in their practice.The status of CRT remains uncertain in teaching Chinese as a foreign language(TCFL).This pape
3、r presents an overview of the current literature in order to obtain a broader perspective on the state of the field.The findings indicate that the awareness of CRT in the classrooms is still at a low level,and the practice of this kind is still on a small scale.Based on our overview of the field,we
4、tentatively develop a fundamental framework of culturally responsive teaching so that TCFL educators can try and improve it.Our calls for action are also raised in implementing cultural responsiveness in the classroom cultures and strategies of culturally responsive teaching.Key words culturally res
5、ponsive teaching(CRT);teaching Chinese as a foreign language(TCFL);pedagogy;strategies中文教学中的文化关切综述 李惠文,王 敏,林 郁提 要文化关切教学(或称文化关联教学)是为应对当前教学中的文化多元化提出的一种教学方法理念,其核心要求即需要教师具备文化敏感与关切的能力。本研究对海外中文教学中的文化关切教学进行了文献回顾,发现教师对此关注度及相关教学实践尚处于较低水平。在此基础上,本研究尝试性提出一种基本的理论构架,以便中文教育工作者在教学中进行实践和改进。本文的核心目的是呼吁教师提高对教学场景内的各种文化的
6、关注并激发对于文化关切教学策略的探讨。关键词文化关切性教学;中文(作为外语)教学;教学法;策略50 国际中文教育(中英文)第 8 卷 2023 年第 3 期Globalization,immigration,and new cultural emergence have significantly increased diversity in the US schools.The Department of Education(2013)projects that 55%of the kindergarten through twelfth-grade(K-12)students in the
7、 US schools will be ethnic minorities in 2023,with the diversity increasing by an additional 6%every year to 2030(Schettino et al.,2019).Walking into a classroom,we can easily recognize students from racially,culturally,ethnically,and linguistically different backgrounds.In addressing this new situa
8、tion,educators in schools need to be better prepared and acclimatized accordingly regarding curriculum design,pedagogy,and teaching practice.For example,schools advocate student-centered teaching,a teaching style focusing on skills and practices that enable lifelong learning and independent problem-
9、solving capability(Young&Paterson,2007).In a student-centered setting,students backgrounds should be aware of and respected by the teachers,no matter what they are and how different they are from the mainstream culture.This is to say,teachers need to sufficiently consider students diversity and cult
10、ural backgrounds(Bransford et al.,1999).The teaching practice,adequately considering cultural diversity,is viewed as culturally responsive teaching.In the literature,the term“culturally responsive”is also described in other ways such as“culturally relevant”(Ladson-Billings,1994),“culturally appropri
11、ate”(Au&Jordan,1981),“culturally congruent”(Mohatt&Erickson,1981),and“culturally compatible”(Jordan,1984).Culturally responsive teaching is considered critical to student success.This way of teaching can help free up students intellect(Gay,2010).In other words,students are willing to work comfortabl
12、y on their learning after students are culturally respected.It can also facilitate students class engagement and yield better learning outcomes(Catoe,2010).As districts look to deepen and expand their work around the tenets of diversity and inclusion,CRT serves as a foundation that schools can use t
13、o build an ecosystem for equity that transcends all the verticals in the workplace(Goodall&Shelley,2021).If teachers ignore or reject students cultural needs,student-teacher conflicts can occur,and the likelihood of student failure will increase.Moreover,culturally competent teachers help schools to
14、 realize equality of learning opportunities(Cattani,2002;Ladson-Billings,1995).Chinese is recognized as a critical language by the US Department of State due to its importance to economic prosperity(The US Department of State Critical Language Scholarship Program,National Defense Education Act,1958)
15、(https:/clscholarship.org/languages/chinese).To prepare students for the 21st-centurys globalized workforce,Chinese language teachers,like all other teachers,need to exercise cultural responsiveness in the classroom.In this paper,we seek to present an overview of research on culturally responsive te
16、aching,with a particular focus on TCFL,in order to obtain a broader perspective on the state of the field and to make some suggestions about how to improve culturally responsive teaching in TCFL.Culturally Responsive Teaching in TCFL:Towards an Overview A literature search was conducted using Google
17、 Scholar.The first two keywords include“Chinese language teaching”and“culturally responsive.”In order to yield more relevant results,we added“culturally responsive teaching”and“cultural responsiveness”as alternatives to“culturally responsive.”The search yielded a small number(15)of published studies
18、 on 51中文教学研究AnOverviewofCulturalResponsivenessinChineseLanguageTeachingcultural responsiveness in Chinese language teaching as of the end of 2021.These limited findings still identified certain concerns,mainly with Chinese language teachers cultural adaptation and responsive teaching in the United S
19、tates.Currently,Chinese language teachers come predominantly from China.Studies have reported that a large proportion of Chinese language teachers from China experienced cultural adaptation difficulties(Li et al.,2018;Hanson,2013).These teachers had difficulties with in-class teaching,interpersonal
20、interaction and daily communication.These problems are found in K-12(Bucknam&Hood,2021;Hanson,2013)and college settings(Chang,2013).Evidence also shows that Chinese language teachers lacked cultural awareness and culturally responsive skills,in addition to the adaptability issue.Chang(2013)found tha
21、t some postsecondary Chinese language instructors did not consider two aspects of student diversity.First,the course books the teachers selected were not culturally relevant to the students diverse backgrounds.Furthermore,the teaching strategies and activities did not cover students complex and hete
22、rogeneous cultural identities.Similar issues were also found by Bucknam and Hood(2021)in K-12 schoolswhen Chinese language teachers failed to consider students cultural backgrounds sufficiently in their teaching strategies,the teaching would yield an unsatisfactory learning outcome.Other researchers
23、(Guan,2013;Hanson,2013;Li et al.,2018)started to examine culturally responsive teaching strategies,seeking ways to help teachers become culturally competent.Guan(2013),a Chinese language teacher,reflected on her own trial of it.The author developed teaching materials based on the Chinese characters
24、pictographic features,which successfully connected Chinese culture with students culture.As a result,teachers intercultural competence and teaching design skills were significantly improved.Based on the findings,Guan proposed that a culturally responsive teacher should hold proper cultural attitude
25、and connect the teachers culture with the students through the course content.Hanson(2013)argued that schools play an essential role in helping teachers become culturally competent.Schools should provide mentors and training programs to help new teachers learn proper strategies and develop responsiv
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