ABSTRACT
This study reports how Chinese teachers used strategies to adapt materials to enact the notion of international mindedness (IM) in the context of Mandarin B course in International Baccalaureate Diploma Programme. Purposeful sampling was adopted. The case teacher was invited to take part in stimulated recall by using adapted materials as stimulus to illustrate his material adaptation strategies. He also participated in in-depth interviews before and after the recall. The activity of material adaptation and its texts were analysed using the notion of context of situation and the framework of Appraisal. The findings reveal that the teacher perceived learners with multicultural backgrounds as participatory agents of for material adaptation. The strategy he used was ways to activate learner’s own cultural resource through a comparison task for enacting IM. This study suggests that the texts from learners’ task responses, known as Orientation ^ Specification ^ Closure, showed learners’ acts of meaning as a vital part of experiential meanings to realise the depth of intercultural understanding.
