Title:	AN INVESTIGATION OF TEACHER PERSPECTIVES ON INTEGRATING CHINESE CULTURE INTO CHINESE-AS-A-FOREIGN-LANGUAGE CURRICULUM
Author(s):	Xuan Song and Lih-Ching Chen Wang
ISBN:	978-989-8704-28-3
Editors:	Inmaculada Arnedillo Sánchez, Piet Kommers, Tomayess Issa and Pedro Isaías
Year:	2021
Edition:	Single
Keywords:	Mandarin Chinese, Foreign Language Instruction, Chinese as a Foreign Language, CFL, Chinese Culture
Type:	Short
First Page:	231
Last Page:	234
Language:	English
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Paper Abstract:	During recent decades, Chinese as a Foreign Language (CFL) education has been booming worldwide, but not without difficulties. One criticism is that current CFL curricula largely ignore the role of foreign languages in cross-cultural communication and understanding. Current models that heavily emphasize grammar and conversation typically lack support for CFL teachers to incorporate culture into their classes, and as a result, many Chinese teachers are either reluctant to teach culture or don't know how to integrate culture in their CFL classes (Wang, 2007; Hu, 2010; Fung & Wang, 2012; Cheng, 2015; Attaran & Hu, 2015; Wei, 2017). Meanwhile, using culture to facilitate foreign language education has been widely utilized in teaching English as a foreign language (Kramsch, 1993; Byram & Morgan, 1994). This study proposes to gain a better understanding of the relationship of currently working Chinese-as-a-foreign-language teachers to the incorporation of Chinese cultural elements into their teaching, and to explore ways in which they might be encouraged to include more emphasis on Chinese culture as part of their language instruction pedagogy. This study will use a qualitative approach grounded in Interpretive Phenomenological Analysis (IPA), employing interviews and documentary analysis. The subjects of the study will be native Chinese-speaking teachers currently teaching Chinese to students in American schools.
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