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Teaching Chinese language and culture to Australian high school beginners through intercultural language teaching
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Abstract:
This chapter reports on an action research project involving the teaching of Chinese language and culture to Australian high school beginners through an intercultural language teaching approach (ILT). It explores how to implement cultural activities to stimulate students' interest in learning Chinese in an Australian high school. The chapter presents two 'circles' of interconnected teaching and learning events as action research, and these circles represent the topics of kite making and an excursion to China Town in Sydney. Through the description of these two topics, this chapter demonstrates the processes and structures of intercultural language teaching. The data was collected from the observation and refection of the classroom teacher, feedback from the students, and interview from other teachers who observed the class. The findings of the study showed that to stimulate beginners' interest in learning Chinese there is a need to combine Chinese language and culture through an intercultural language teaching approach. It was found that culture activities are of benefit to the students in terms of promoting their interest towards learning Chinese. However, limitations of using cultural activities were also discovered. The authors argue that to promote students' learning of Chinese, there is a need to integrate approaches to communicative language teaching with intercultural language teaching.
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Keyword:
130207 - LOTE; Chinese language; cultural activities; ESL and TESOL Curriculum and Pedagogy (excl. Maori); high schools; teaching
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URL: http://handle.uws.edu.au:8081/1959.7/uws:33740
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Fostering learner autonomy in language learning in tertiary education: an intervention study of university students in Hochiminh City, Vietnam
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Culture in a Vietnamese textbook of English for beginners at secondary school in Vietnam: a discourse analysis of illustrated texts
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