The Cultural Representation of Chinese-Speaking Groups in US-Produced Chinese as a Foreign Language Textbooks

Autor/inn/en	Hua, Xiaochen; Hu, Guangwei; Liu, Feifei
Titel	The Cultural Representation of Chinese-Speaking Groups in US-Produced Chinese as a Foreign Language Textbooks
Quelle	In: Asia Pacific Journal of Education, 43 (2023) 1, S.126-143 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hua, Xiaochen) ORCID (Hu, Guangwei)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0218-8791
DOI	10.1080/02188791.2021.1889971
Schlagwörter	Cultural Traits; Chinese; Second Language Learning; Second Language Instruction; Textbooks; Content Analysis; Asian Culture; Editing; Textbook Preparation; Ethnic Groups; Minority Groups; Ideology; Cultural Awareness; Teaching Methods; Conflict; Foreign Countries; Cultural Differences; Cultural Pluralism; China + Suchen Sie Ihr Suchwort? China; Chinesen; Zweitsprachenerwerb; Fremdsprachenunterricht; Textbook; Text book; Schulbuch; Lehrbuch; Inhaltsanalyse; Redaktion; Textbearbeitung; Lehrbucharbeit; Ethnie; Ethnische Minderheit; Ideologie; Cultural identity; Kulturelle Identität; Teaching method; Lehrmethode; Unterrichtsmethode; Konflikt; Ausland; Kultureller Unterschied; Kulturpluralismus
Abstract	Foreign language textbooks not only aid language learners in developing their linguistic skills and knowledge but also reshape their cultural identities. Drawing on theories of critical curriculum studies, this paper examines cultural representation in two sets of US-produced Chinese as a foreign language (CFL) textbooks for American college learners at elementary and intermediate proficiency levels. Verbal and visual data comprising text and images were discursively examined with content analysis focusing on the distribution of cultural representations, the selection of cultural content, and the editorial strategies of inclusion and exclusion. Findings indicate that the textbooks skilfully employ eclectic approaches to addressing culturally controversial matters among various Chinese-speaking groups, such as Mainland Han Chinese, Taiwanese and ethnic minorities in China, in line with an overarching pan-Chinese cultural ideology. Implications are derived from the findings for CFL educators and teachers of other culturally contested foreign languages. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01