ABSTRACT
This chapter explores the representations of culture in some of the more prominent publications on teaching Chinese in foreign, second language contexts, and analyses how culture is represented in a sample of commonly used textbooks. The representations of culture commonly found in second language textbooks and in classroom teaching practice typically vary in relation to the extent to which culture and language are integrated into teaching practice. In language classrooms, teachers typically wish to share with their students facts about the nation in which the language is used, such as geography, main cities or regions, population, ethnicities, and perhaps some information about the political system or economy of the country, or ‘informational culture’. Developing intercultural understanding and reflecting on the nature of culture and its relationship to language use can begin early and can precede language proficiency. Each opportunity learners have to observe everyday texts or interactions within the target language community represent opportunities for powerful intercultural learning.
