ABSTRACT
In this chapter, the author explores a Chinese model and his analysis of the historical development of China's attitude towards foreign cultures and foreign languages, his three-dimensional model of teaching culture in English as a Foreign Language education as well as his preference and argument about using cultural capacity or culture creativity to replace communicative competence as the major goal for foreign-language education. Localisation and globalisation are both important factors to be considered when people think about how to treat culture pedagogically in teaching English as an International Language. The author provides an example for teaching culture in foreign-language education, in particular, English, for a specific non-English-speaking country, namely, China. It could be regarded as a significant attempt to establish a systematic and comprehensive approach to teach culture for non-English-speaking countries in the Asia-Pacific region. The author proposes a three-dimensional model of teaching and learning cultures in foreign-language education: Learning to know; Learning to do; and Learning to interact.
