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Article published In: Chinese as a Second Language (漢語教學研究—美國中文教師學會學報)
Vol. 57:2 (2022) ► pp.119–140

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Applying the performed culture approach in collegiate beginning and intermediate level Chinese courses

The case of Integrated Chinese

 | Grinnell College
Published online: 9 September 2022
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https://doi.org/10.1075/csl.22002.cha
Abstract
This paper discusses how to use the Performed Culture Approach (PCA) to design collegiate Chinese beginning and intermediate level courses. As a pedagogical framework to improve learners’ intercultural communication skills, PCA has gained increasing recognition by scholars in the field. However, many instructors still face the challenge of deciding how to apply PCA in different Chinese language programs and with non-PCA informed pedagogical materials. Through a three-year implementation at an American university which adopts Integrated Chinese (IC), one of the most popular pedagogical materials in American college beginning- and intermediate-level Chinese courses, the article analyzes IC’s instructional challenges, PCA-based curriculum design, learning outcomes, and student feedback. The article finally discusses general principles of applying PCA in different programs with various pedagogical materials.
摘要
本文探讨如何使用体演文化教学法来进行高校初中级中文课程的设计。体演文化教学法作为提高跨文化交际能力的教学途径正在获得越来越多学者的认可，但如何在不同中文项目里、对非体演框架下的课本使用体演文化，仍是许多老师面临的问题。文章以美国高校初中级使用最广泛的课本《中文听说读写》为例，通过近三年在美国某大学的实践，探讨此课本的教学挑战与课程设置，分析其教学成果与学生反馈。最后，文章提出在不同中文项目里、针对不同课本灵活运用体演文化的普适法则。
Article outline
  • Performed culture approach (PCA)
  • Integrated Chinese (IC)
  • Curriculum design
    • Designing course structure
    • Creating supplementary oral practices
    • Eliciting authentic spoken performances in the target culture
    • Building reading and compositional cultural performances
    • Making adjustments for online classes
  • Learning outcomes and student feedback
  • Conclusion
  • Acknowledgements
  • Notes
  • References
References (52)
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