Advertisement

Contemporary Research in Intercultural Teaching in China: A Critical Review

  • Citing Li
Chapter
Part of the New Language Learning and Teaching Environments book series (NLLTE)

Abstract

This chapter conducts a critical review on the current status of research on intercultural teaching in China between 2000 and 2015. Based on the analysis of 5 Chinese journals and 13 international journals, the chapter identifies 4 major themes that reflect the recent research trend: (1) intercultural communicative competence; (2) teachers’ beliefs and practices relating to promoting learners’ intercultural competence; (3) Chinese language teachers in different pedagogic contexts and (4) professional development of Chinese language teachers. The chapter points out that intercultural teaching has not yet been awarded adequate attention in Chinese language teacher education research so far and offers suggestions for future research in this field in light of the review.

Keywords

Intercultural teaching Language competence Teaching practices 

References

  1. Atkinson, D., & Sohn, J. (2013). Culture from the bottom up. TESOL Quarterly, 47(4), 669–693.CrossRefGoogle Scholar
  2. Baker, W. (2011). From cultural awareness to intercultural awareness: Culture in ELT. ELT Journal, 66, 62–70.CrossRefGoogle Scholar
  3. Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching, 36, 81–109.CrossRefGoogle Scholar
  4. Byram, M. (1997). Teaching and assessing intercultural communicative competence. Clevedon: Multilingual Matters.Google Scholar
  5. Byram, M. (2012). Language awareness and (critical) cultural awareness—Relationships, comparisons and contrasts. Language Awareness, 21(1–2), 5–13.CrossRefGoogle Scholar
  6. Byram, M. (2014). Twenty-five years on—From cultural studies to intercultural citizenship. Language, Culture and Curriculum, 27(3), 209–225.CrossRefGoogle Scholar
  7. Cai, S., & Zhu, W. (2012). The impact of an online learning community project on university Chinese as a foreign language students’ motivation. Foreign Language Annals, 45, 307–329.CrossRefGoogle Scholar
  8. Chen, S., & Xue, X. H. (2010). Deconstructing the theoretical concepts for training teachers of Chinese as a second language. Language Teaching and Linguistic Studies, 5, 28–33.Google Scholar
  9. Chen, P. (2013). Political, economical and ethnographical perspectives on teaching Chinese as a second language: A case study of Australia. Chinese Teaching in the World, 3, 400–412.Google Scholar
  10. Davis, N., Cho, M. O., & Hagenson, L. (2005). Editorial: Intercultural competence and the role of technology in teacher education. Contemporary Issues in Technology and Teacher Education, 4(4), 1–9.Google Scholar
  11. Deardorff, D. (2008). Intercultural competence: A definition, model and implications for education abroad. In V. Savicki (Ed.), Developing intercultural competence and transformation: Theory, research, and application in international education (pp. 32–52). Sterling, VA: Stylus Publishing LLC.Google Scholar
  12. Deardorff, D. (Ed.). (2009). The sage handbook of intercultural competence. Los Angeles: SAGE publications.Google Scholar
  13. Driscoll, P., Earl, J., & Cable, C. (2013). The role and nature of the cultural dimension in primary modern languages. Language, Culture and Curriculum, 26(2), 146–160.CrossRefGoogle Scholar
  14. Ferri, G. (2011). A review of “teaching language and culture in an era of complexity: Interdisciplinary approaches for an interrelated world”. Language Awareness, 20(4), 379–382.CrossRefGoogle Scholar
  15. Forman, R. (2014). How local teachers respond to the culture and language of a global English as a foreign language textbook. Language, Culture and Curriculum, 27(1), 72–88.CrossRefGoogle Scholar
  16. Fu, X. Q., & Kulich, S. (2015). Foreign language education and intercultural communicative competence development: A review of China’s ICC model construction in 20 years. Foreign Language Education in China, 8(3), 11–19.Google Scholar
  17. Gandana, I., & Parr, G. (2013). Professional identity, curriculum and teaching intercultural communication: An Indonesian case study. Language, Culture and Curriculum, 26(3), 229–246.CrossRefGoogle Scholar
  18. Guo, X. (2013). New thoughts on diversity of overseas Chinese teaching and its countermeasures. Language Teaching and Linguistic Studies, 3, 1–6.Google Scholar
  19. Jia, Y. M. (2014). On the professional development of overseas Chinese language teachers. Chinese Teaching in the World, 3, 345–355.Google Scholar
  20. Jiang, X., & Hao, L. X. (2011). The practical knowledge of novice and experienced teachers of Chinese as a second language. Language Teaching and Linguistic Studies, 2, 1–8.Google Scholar
  21. Larrinaga, A., & Amurrio, M. (2015). Internationalisation in higher education and its impact in multilingual contexts: Redefining identities of Basque-speaking academics. Language, Culture and Curriculum, 28(2), 158–169.CrossRefGoogle Scholar
  22. Lonner, W. J., & Hayes, S. A. (2004). Understanding the cognitive and social aspects of intercultural competence. In R. J. Sternberg & E. L. Grigorenko (Eds.), Culture and competence: Contexts of life success (pp. 89–110). Washington, DC: American Pyschological Association.CrossRefGoogle Scholar
  23. Lu, D. W., & Hong, W. (2013). The development and prospect of informatization in international Chinese education. Language Teaching and Linguistic Studies, 6, 23–31.Google Scholar
  24. Moloney, R. A. (2013). Providing a bridge to intercultural pedagogy for native speaker teachers of Chinese in Australia. Language, Culture and Curriculum, 26(3), 213–228.CrossRefGoogle Scholar
  25. Orton, J. (2011). Educating Chinese language teachers—Some fundamentals. In L. Tsung & K. Cruikshank (Eds.), Teaching and learning Chinese in global contexts (pp. 151–164). London: Continuum.Google Scholar
  26. Ruan, Y., Duan, X., & Du, X. Y. (2015). Tasks and learner motivation in learning Chinese as a foreign language. Language, Culture and Curriculum, 28(2), 170–190.CrossRefGoogle Scholar
  27. Scrimgeour, A., & Wilson, P. (2009). International curriculum for Chinese language education. Babel, 43(2), 35–37.Google Scholar
  28. Sercu, L. (2005). Foreign language teachers and intercultural competence: An international investigation. Clevedon: Multilingual Matters.Google Scholar
  29. Sercu, L. (2006). The foreign language and intercultural competence teacher: The acquisition of a new professional identity. Intercultural Education, 17(1), 55–72.CrossRefGoogle Scholar
  30. Sun, R., Meng, R. S., & Wen, X. (2015). The application of flipped classroom model in TCSL. Language Teaching and Linguistic Studies, 3, 34–39.Google Scholar
  31. Taguchi, N. (2014). Cross-cultural adaptability and development of speech act production in study abroad. International Journal of Applied Linguistics, 3, 1–23.Google Scholar
  32. Wang, T. M. (2010). To be reflective practitioners—Some thoughts aroused by standards for teachers of Chinese to speakers of other languages. Language Teaching and Linguistic Studies, 2, 25–30.Google Scholar
  33. Wen, X. H. (2011). Challenges and changes in teaching Chinese as a second language in the USA. Chinese Teaching in the World, 4, 538–552.Google Scholar
  34. Willems, G. (2000). Teacher education. In M. Byram (Ed.), Routledge encyclopedia of language teaching and learning (pp. 603–608). London: Routeledge.Google Scholar
  35. Yu, B., & Watkins, D. A. (2008). Motivational and cultural correlates of second language acquisition: An investigation of international students in the universities of the People’s Republic of China. Australian Review of Applied Linguistics, 31, 17.1–1722.CrossRefGoogle Scholar
  36. Zhang, W. D., & Yang, L. (2012). Construction of intercultural communicative competence—An empirical study from the perspective of foreign language education in China. Foreign Language World, 2, 8–16.Google Scholar
  37. Zhang, C. (2015). A case study about the performance evaluation of college foreign language teachers. Foreign Languages in China, 4, 91–95.Google Scholar
  38. Zhao, J. M. (2014). Reflections of intercultural communication in international Chinese education. Language Teaching and Linguistic Studies, 6, 1–9.Google Scholar
  39. Zhu, H., & Li, W. (2014). Geopolitics and the changing hierarchies of the Chinese language: Implications for policy and practice of Chinese language teaching in Britain. Modern Language Journal, 98(1), 326–339.CrossRefGoogle Scholar
  40. Zhu, Y. (2014). A research on co-teaching partnership between Chinese and foreign teachers overseas. Language Teaching and Linguistic Studies, 3, 36–44.Google Scholar

Copyright information

© The Author(s) 2017

Authors and Affiliations

  • Citing Li
    • 1
  1. 1.Shanghai International Studies UniversityShanghaiChina

Personalised recommendations