Interculturality in Mandarin Teaching in China and in the UK

Research Article
Open access

Interculturality in Mandarin Teaching in China and in the UK

Youni Shao 1*
  • 1 Teaching Chinese to Speakers of Other Languages, Jilin International Studies University, Jingyue Street, Changchun, China    
  • *corresponding author s981925671@qq.com
LNEP Vol.2
ISSN (Print): 2753-7056
ISSN (Online): 2753-7048
ISBN (Print): 978-1-915371-07-2
ISBN (Online): 978-1-915371-08-9

Abstract

The primary goal of the research is to compare and contrast the interculturality of Mandarin instruction in China and the United Kingdom. The qualitative research approach was used in this investigation. The majority of the information was obtained from the CNKI and Google scholar. It was conducted using the following keywords: interculturality, Mandarin teaching, cross-cultural teaching, differences, China, United Kingdom, and interculturality. There were 16 Chinese documents and 5 English papers recovered from the archives. The research relied on secondary sources and theme analysis to complete its objectives. Interculturality provides opportunities for individuals to have a better understanding of others' cultures in a tolerant manner. Interculturality has the potential to improve the accommodation of cultural differences. Mandarin instructors are acclimated to the foreign living if they have understanding of interculturality and are familiar with the traditions of the country they are teaching in. It is preferable for Mandarin instructors to get more quickly acclimated to the life of teaching so that they may devote more time to teaching students and less time to dealing with culture shock. Learning Mandarin allows students to synthesize distinctions between their own culture and the cultures of other nations, allowing them to appreciate the positive parts of other cultures. This is accomplished via the process of learning the cultures of other countries.

Keywords:

Interculturality, Mandarin teaching.

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References

[1]. Grimshaw, T. (2010). Styling the occidental other: Interculturality in Chinese university performances. Language and intercultural communication, 10(3), 243-258.

[2]. Jin, T. (2017). Moving beyond ‘intercultural competence’: Interculturality in the learning of Mandarin in UK universities. Language and Intercultural Communication, 17(3), 306-322.

[3]. Gu, Q. (2005). Intercultural experience and teacher professional development. RELC Journal, 36(1), 5-22.

[4]. Dai, K., & Garcia, J. (2019). Intercultural Learning in Transnational Articulation Programs: The Hidden Agenda of Chinese Students' Experiences. Journal of International Students, 9(2), 362-383.

[5]. Hu, A. (2020). Research on cultural teaching model of Confucius Institute at Hull University.(In Chinese)

[6]. Zou, T. X., & Yu, J. (2021). Intercultural interactions in Chinese classrooms: A multiple-case study. Studies in Higher Education, 46(3), 649-662.

[7]. Song, P. (2018).The Research on Thematic Chinese Language Teaching Mode in Comprehensive Chinese Class of Elementary Level in Scotland Schools ——Take Stirling High School as An Example.

[8]. Ruan, J., & Medwell, J. (2020). Using social networking technology to develop intercultural communicative competence: a case of GCSE Mandarin. Innovation in Language Learning and Teaching, 14(4), 362-392.

[9]. Liu, D., Wimpenny, K., DeWinter, A., & Harrison, P. (2021). Students’ perceptions and experiences of teaching and learning in transnational higher education in China: implications of the intercultural dialogue framework. Teaching in Higher Education, 1-19.

[10]. Dervin, F. (2011). A plea for change in research on intercultural discourses: A ‘liquid’approach to the study of the acculturation of Chinese students. Journal of multicultural discourses, 6(1), 37-52.

[11]. Wang, L., & Higgins, L. T. (2008). Mandarin teaching in the UK in 2007: A brief report of teachers’ and learners’ views. Language Learning Journal, 36(1), 91-96.

[12]. Spencer-Oatey, H., & Xing, J. (2003). Managing rapport in intercultural business interactions: A comparison of two Chinese-British welcome meetings. Journal of intercultural studies, 24(1), 33-46.

[13]. Jin, T. (2020). How university students of Mandarin Chinese experience ‘Chinese culture’: an interculturality and small cultures perspective. Language and Intercultural Communication, 20(6), 572-585.

[14]. Gu, Q. (2009). Maturity and Interculturality: Chinese students' experiences in UK higher education. European Journal of Education, 44(1), 37-52.

[15]. Stephens, K. (1997). Cultural stereotyping and intercultural communication: Working with students from the People's Republic of China in the UK. Language and Education, 11(2), 113-124.

[16]. Gu, Q., & Maley, A. (2008). Changing places: A study of Chinese students in the UK. Language and Intercultural Communication, 8(4), 224-245.

Cite this article

Shao,Y. (2023). Interculturality in Mandarin Teaching in China and in the UK. Lecture Notes in Education Psychology and Public Media,2,698-705.

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About volume

Volume title: Proceedings of the 3rd International Conference on Educational Innovation and Philosophical Inquiries (ICEIPI 2022), Part I

ISBN：978-1-915371-07-2(Print) / 978-1-915371-08-9(Online)
Editor：Abdullah Laghari, Nasir Mahmood
Conference website: https://www.iceipi.org/
Conference date: 4 August 2022
Series: Lecture Notes in Education Psychology and Public Media
Volume number: Vol.2
ISSN：2753-7048(Print) / 2753-7056(Online)

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References

[1]. Grimshaw, T. (2010). Styling the occidental other: Interculturality in Chinese university performances. Language and intercultural communication, 10(3), 243-258.

[2]. Jin, T. (2017). Moving beyond ‘intercultural competence’: Interculturality in the learning of Mandarin in UK universities. Language and Intercultural Communication, 17(3), 306-322.

[3]. Gu, Q. (2005). Intercultural experience and teacher professional development. RELC Journal, 36(1), 5-22.

[4]. Dai, K., & Garcia, J. (2019). Intercultural Learning in Transnational Articulation Programs: The Hidden Agenda of Chinese Students' Experiences. Journal of International Students, 9(2), 362-383.

[5]. Hu, A. (2020). Research on cultural teaching model of Confucius Institute at Hull University.(In Chinese)

[6]. Zou, T. X., & Yu, J. (2021). Intercultural interactions in Chinese classrooms: A multiple-case study. Studies in Higher Education, 46(3), 649-662.

[7]. Song, P. (2018).The Research on Thematic Chinese Language Teaching Mode in Comprehensive Chinese Class of Elementary Level in Scotland Schools ——Take Stirling High School as An Example.

[8]. Ruan, J., & Medwell, J. (2020). Using social networking technology to develop intercultural communicative competence: a case of GCSE Mandarin. Innovation in Language Learning and Teaching, 14(4), 362-392.

[9]. Liu, D., Wimpenny, K., DeWinter, A., & Harrison, P. (2021). Students’ perceptions and experiences of teaching and learning in transnational higher education in China: implications of the intercultural dialogue framework. Teaching in Higher Education, 1-19.

[10]. Dervin, F. (2011). A plea for change in research on intercultural discourses: A ‘liquid’approach to the study of the acculturation of Chinese students. Journal of multicultural discourses, 6(1), 37-52.

[11]. Wang, L., & Higgins, L. T. (2008). Mandarin teaching in the UK in 2007: A brief report of teachers’ and learners’ views. Language Learning Journal, 36(1), 91-96.

[12]. Spencer-Oatey, H., & Xing, J. (2003). Managing rapport in intercultural business interactions: A comparison of two Chinese-British welcome meetings. Journal of intercultural studies, 24(1), 33-46.

[13]. Jin, T. (2020). How university students of Mandarin Chinese experience ‘Chinese culture’: an interculturality and small cultures perspective. Language and Intercultural Communication, 20(6), 572-585.

[14]. Gu, Q. (2009). Maturity and Interculturality: Chinese students' experiences in UK higher education. European Journal of Education, 44(1), 37-52.

[15]. Stephens, K. (1997). Cultural stereotyping and intercultural communication: Working with students from the People's Republic of China in the UK. Language and Education, 11(2), 113-124.

[16]. Gu, Q., & Maley, A. (2008). Changing places: A study of Chinese students in the UK. Language and Intercultural Communication, 8(4), 224-245.

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