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.

chapter |24 pages


Performed culture as a holistic, embodied approach to teaching Chinese as a foreign language

part I|36 pages

Performed culture in goal setting

chapter Chapter 2|12 pages

Meaningful local immersion

Strategies to help CFL learners perform the target culture locally

part II|38 pages

Performed culture in assessment

chapter 62Chapter 4|12 pages

Sustaining a newly established PCA-based CFL program

The role of formative assessment and grading

part III|24 pages

Performed culture in material development