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A case for a performed culture curriculum for high school Chinese programs

Ekeberg, Lea Kristin
http://rave.ohiolink.edu/etdc/view?acc_num=osu1406880122

Abstract Details

2004, Master of Arts, Ohio State University, East Asian Languages and Literatures.
This study proposes a Chinese language curriculum for implementation at the high school level based on a pedagogy of performed culture. It develops the assumption that the goal of learning another language is to learn to communicate in that culture, and that communication entails not simply speaking and listening but being able to establish one’s intentions and accurately interpret the intentions of others. Current conceptions of culture in common use at the high school level are examined and found to be lacking in terms of their ability to enable learners to communicate in Chinese culture. The adoption at the high school level of a pedagogy based on the theory of performed culture is proposed. In developing and implementing a curriculum based on the theory of performed culture at the high school level, a number of constraints, such as the high school teaching environment and high school pedagogical materials, must be taken into account. The high school teaching environment imposes the constraint of limited time in contact with the studied language, which means that learning must proceed at a slower pace. The general high school teaching framework puts emphasis on student creativity and fun; when implementing a curriculum, one must be aware of but not overly influenced by these expectations. High school pedagogical materials also present a number of challenges for use with a performed culture approach; three of the most popular beginning textbooks are evaluated and suggestions for adaptation are provided. A high school Chinese curriculum, based on the theory of performed culture, is presented. It is organized according to the principles of the four skills of language learning, the three modes of communication, and item- and strategy-based learning. To complement the curriculum, a pedagogical cycle for interpersonal communication and curricular management techniques are also proposed.
Galal Walker (Advisor)
Mari Noda (Committee Member)
118 p.
Asian Studies

Recommended Citations

Citations

  • Ekeberg, L. K. (2004). A case for a performed culture curriculum for high school Chinese programs [Master's thesis, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1406880122

    APA Style (7th edition)

  • Ekeberg, Lea. A case for a performed culture curriculum for high school Chinese programs. 2004. Ohio State University, Master's thesis. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1406880122.

    MLA Style (8th edition)

  • Ekeberg, Lea. "A case for a performed culture curriculum for high school Chinese programs." Master's thesis, Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=osu1406880122

    Chicago Manual of Style (17th edition)

osu1406880122
291
© 2004, all rights reserved.
This open access ETD is published by The Ohio State University and OhioLINK.