ABSTRACT
This volume explores best practices in implementing the Performed Culture Approach (PCA) in teaching Chinese as a foreign language (CFL).
Offering a range of chapters that demonstrate how PCA has been successfully applied to curriculum, instructional design, and assessment in CFL programs and classrooms at various levels, this text shows how PCA’s culture-focused paradigm differs fundamentally from the general communicative language teaching (CLT) framework and highlights how it can inspire innovative methods to better support learners’ ability to navigate target culture and overcome communication barriers. Additional applications of PCA in the development of learner identity, intercultural competence, autonomy, and motivation are also considered.
Bridging theoretical innovations and the practice of curriculum design and implementation, this work will be of value to researchers, teacher trainers, and graduate students interested in Chinese teaching and learning, especially those with an interest in incorporating performance into foreign language curriculums with the goal of integrating language and culture.
TABLE OF CONTENTS
chapter |24 pages
Introduction
part I|36 pages
Performed culture in goal setting
chapter 26Chapter 1|10 pages
Developing a PCA-informed learning spiral for a beginner-level STARTALK Chinese program
chapter Chapter 2|12 pages
Meaningful local immersion
chapter Chapter 3|12 pages
Connecting international students with the local community through a PCA-informed orientation program
part II|38 pages
Performed culture in assessment
chapter 62Chapter 4|12 pages
Sustaining a newly established PCA-based CFL program
chapter Chapter 5|11 pages
Implementing Dynamic Assessment in PCA-based second-year Chinese language courses
part III|24 pages
Performed culture in material development
chapter 100Chapter 7|11 pages
Adapting and supplementing Integrated Chinese for PCA-informed instruction
part IV|47 pages
Performed culture in instructional design