Teaching Chinese Through Performed Culture Yongfang Zhang [email_address]
Educators’ Questions <ul><li>What is performed culture? Is this new approach completely different from the traditional one...
Outlines <ul><li>Four steps introducing performed-culture approach </li></ul><ul><ul><li>Understanding performance and per...
Step One <ul><li>Understanding what is performance through </li></ul><ul><ul><li>Creative language application- Greetings!...
<ul><li>First time greeting at the beginning of the workshop </li></ul>Greeting in Contexts <ul><li>Greeting at the beginn...
What  have  included in the greetings? <ul><li>V ocabulary and grammar </li></ul><ul><li>Greeting in context </li></ul><ul...
<ul><li>《快乐汉语》 Kuaile Hanyu </li></ul><ul><li>Volume 1 </li></ul><ul><li>Unit 1 </li></ul><ul><li>Lesson 1: Greeting </li>...
<ul><li>《汉语乐园》 ( Chinese Paradise  ) </li></ul><ul><li>1A 学生用书 </li></ul><ul><li>Unit 1 </li></ul><ul><li>Lesson 1: Greeti...
<ul><li>Easy Steps to Chinese  《轻松学汉语》 </li></ul><ul><li>Unit 1 Lesson 3 Greetings </li></ul>
<ul><li>Integrated Chinese   《中文听说读写》 </li></ul><ul><li>Level 1 Part 1  </li></ul><ul><li>Lesson 1: Greetings </li></ul>
Definition Performance <ul><li>“ Performance is what human beings are about every day of their lives ”  (Turner, 1982). </...
Step Two <ul><li>Comparing performance-based language instruction with conventional language instruction.  </li></ul>
Comparison between the teachers ’  greetings and those from textbooks <ul><li>Function:  greetings </li></ul><ul><li>Authe...
Performance-based Instruction vs  Conventional Instruction <ul><li>Application (Practice) </li></ul><ul><li>Application by...
The Great Wall 《北京故事》   <ul><li>载华:你好! </li></ul><ul><li>莉莉:你好个什么呀?又不是美国人,见了生人还得你好你好的。 </li></ul><ul><li>Zaihua :   Hello....
Performance based instructions <ul><li>To learn? or to apply? </li></ul>
Step Three <ul><li>Language in the culture </li></ul><ul><ul><li>Language could not be separated from culture </li></ul></ul>
Chengo Chinese 乘风汉语  第一集场景一
Chengo Chinese 乘风汉语  第一集
Language in Culture <ul><li>Language could not be separated from culture </li></ul><ul><li>How we use the language is dete...
Culture in language learning (I) <ul><li>When language is used for communication, it is inextricably connected to a specif...
Culture in language learning (II) <ul><li>Culture in language learning is not an expendable fifth skill, tacked on, so to ...
Step Four <ul><li>Reinforce the concept of performed culture approach </li></ul><ul><li>Clarifying some misconceptions abo...
Develop Performance-based Curriculum   <ul><li>Performance-based pedagogy target s  language use in real context s </li></...
Clarifications  <ul><li>Performance-based instruction does not completely discard the traditional training, rather it move...
<ul><li>Thank you! </li></ul><ul><li>Q & A </li></ul>
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I5 Teaching Chinese through Performed Culture (Zhang)

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Teaching Chinese through Performed Culture (I5)
Speakers: Eric Shepherd, Kun Shi, Yongfang Zhang

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  • OSU Performance-based K-8 Chinese Curriculum &amp; Comprehensive Instructional Kit
  • I5 Teaching Chinese through Performed Culture (Zhang)

    1. 1. Teaching Chinese Through Performed Culture Yongfang Zhang [email_address]
    2. 2. Educators’ Questions <ul><li>What is performed culture? Is this new approach completely different from the traditional ones? Why language teaching approach is called performed culture? </li></ul><ul><li>How could we train students in performed culture? </li></ul><ul><li>Can performed culture approach be applied to other language skills and other language proficiency levels? </li></ul><ul><li>What are teachers oversea expected to do? </li></ul>
    3. 3. Outlines <ul><li>Four steps introducing performed-culture approach </li></ul><ul><ul><li>Understanding performance and performance-based instruction </li></ul></ul><ul><ul><li>Comparison between performed culture approach and conventional approach </li></ul></ul><ul><ul><li>Introducing language in the culture </li></ul></ul><ul><ul><li>Reinforcing and clarifying </li></ul></ul>
    4. 4. Step One <ul><li>Understanding what is performance through </li></ul><ul><ul><li>Creative language application- Greetings! </li></ul></ul><ul><ul><li>Comparison between their own greetings with those in the textbooks </li></ul></ul>
    5. 5. <ul><li>First time greeting at the beginning of the workshop </li></ul>Greeting in Contexts <ul><li>Greeting at the beginning of the workshop between two acquaintances </li></ul><ul><li>Greeting in a shopping mall between friends </li></ul><ul><li>Greeting in front of the students if working at the same school </li></ul>
    6. 6. What have included in the greetings? <ul><li>V ocabulary and grammar </li></ul><ul><li>Greeting in context </li></ul><ul><ul><li>Formal vs informal </li></ul></ul><ul><ul><li>Acquaintance vs stranger (role of speaker) </li></ul></ul><ul><ul><li>Influence of audiences (role of audience) </li></ul></ul><ul><ul><li>Place & time </li></ul></ul><ul><li>Culture involved </li></ul><ul><ul><li>Name: last name first, first name last </li></ul></ul><ul><ul><li>Addressing: last name plus title </li></ul></ul><ul><ul><li>No bow, no hug </li></ul></ul><ul><ul><li>Not only use “ 你好”, we use other addressing, such as name, name plus title. </li></ul></ul>
    7. 7. <ul><li>《快乐汉语》 Kuaile Hanyu </li></ul><ul><li>Volume 1 </li></ul><ul><li>Unit 1 </li></ul><ul><li>Lesson 1: Greeting </li></ul>
    8. 8. <ul><li>《汉语乐园》 ( Chinese Paradise ) </li></ul><ul><li>1A 学生用书 </li></ul><ul><li>Unit 1 </li></ul><ul><li>Lesson 1: Greeting </li></ul>
    9. 9. <ul><li>Easy Steps to Chinese 《轻松学汉语》 </li></ul><ul><li>Unit 1 Lesson 3 Greetings </li></ul>
    10. 10. <ul><li>Integrated Chinese 《中文听说读写》 </li></ul><ul><li>Level 1 Part 1 </li></ul><ul><li>Lesson 1: Greetings </li></ul>
    11. 11. Definition Performance <ul><li>“ Performance is what human beings are about every day of their lives ” (Turner, 1982). </li></ul><ul><li>Performance entails work that requires students to apply knowledge and skills in authentic contexts (Wiggins, 1993). </li></ul><ul><li>“ Performances are situated events defined by five specified elements inferred from Carlson (1996): place, time, script, participants, and audience ” (Walker, 2000). </li></ul>
    12. 12. Step Two <ul><li>Comparing performance-based language instruction with conventional language instruction. </li></ul>
    13. 13. Comparison between the teachers ’ greetings and those from textbooks <ul><li>Function: greetings </li></ul><ul><li>Authentic vs invented </li></ul><ul><li>Situated vs isolated </li></ul><ul><li>Performance vs skill training </li></ul>
    14. 14. Performance-based Instruction vs Conventional Instruction <ul><li>Application (Practice) </li></ul><ul><li>Application by doing </li></ul><ul><li>Situated contexts </li></ul><ul><li>Simulate real-world experience </li></ul><ul><li>Authentic </li></ul><ul><li>Can be applied to real world setting </li></ul><ul><li>Engaged actively in tasks to solve real-world problems </li></ul><ul><li>Active, creative learning </li></ul><ul><li>Teacher models and facilitates </li></ul><ul><li>Learning skills (Theory) </li></ul><ul><li>Memorization of facts and details </li></ul><ul><li>Skills covered in isolation </li></ul><ul><li>School assignments </li></ul><ul><li>Inauthentic </li></ul><ul><li>Don ’ t transfer to real-world setting </li></ul><ul><li>Solve contrived problems </li></ul><ul><li>Passive learning </li></ul><ul><li>Teacher transmits information </li></ul>
    15. 15. The Great Wall 《北京故事》 <ul><li>载华:你好! </li></ul><ul><li>莉莉:你好个什么呀?又不是美国人,见了生人还得你好你好的。 </li></ul><ul><li>Zaihua : Hello. </li></ul><ul><li>Lili : Hello for what? You are not American, (Americans) have to say hello, hello when meeting strangers. </li></ul>
    16. 16. Performance based instructions <ul><li>To learn? or to apply? </li></ul>
    17. 17. Step Three <ul><li>Language in the culture </li></ul><ul><ul><li>Language could not be separated from culture </li></ul></ul>
    18. 18. Chengo Chinese 乘风汉语 第一集场景一
    19. 19. Chengo Chinese 乘风汉语 第一集
    20. 20. Language in Culture <ul><li>Language could not be separated from culture </li></ul><ul><li>How we use the language is determined by the culture </li></ul><ul><li>In language curriculum, the culture should be focused on behavior al culture </li></ul><ul><ul><li>Categories of Culture (Hammerly, 19 82,19 95) </li></ul></ul><ul><ul><ul><li>Achievement culture </li></ul></ul></ul><ul><ul><ul><li>Informational culture </li></ul></ul></ul><ul><ul><ul><li>Behavioral culture </li></ul></ul></ul>
    21. 21. Culture in language learning (I) <ul><li>When language is used for communication, it is inextricably connected to a specified cultural context that provides the meaning and enables understanding of the situation. </li></ul><ul><li>Learning to speak an East Asian Language is really a process of learning how to behave in the corresponding culture. (Walker and Noda, 2000). “No one really learns a foreign language. Rather, we learn how to do particular things in a foreign language; and the more things we learn to do, the more expert we are in that language.” </li></ul>
    22. 22. Culture in language learning (II) <ul><li>Culture in language learning is not an expendable fifth skill, tacked on, so to speak, to the teaching of speaking, listening, reading, and writing. It is always in the background, right from day one, ready to unsettle the good language learners when they expect it least, making evident the limitations of their hard-won communicative competence, challenging their ability to make sense of the world around them. (Kramsch, 1993: 1) </li></ul>
    23. 23. Step Four <ul><li>Reinforce the concept of performed culture approach </li></ul><ul><li>Clarifying some misconceptions about performance-based language instruction </li></ul>
    24. 24. Develop Performance-based Curriculum <ul><li>Performance-based pedagogy target s language use in real context s </li></ul><ul><li>Chinese culture is integrate d into language teaching and learning </li></ul><ul><li>Curriculum systematically follows a prescribed learning cycle and difficulty level of vocabulary and structure </li></ul>
    25. 25. Clarifications <ul><li>Performance-based instruction does not completely discard the traditional training, rather it moves beyond the traditional language skill training </li></ul><ul><li>Performance tasks are directly related to the real world. Performance-based activities are not an “ add-on ” but rather an integrated part of existing lessons, units. That is, they are not simply plugged in from an external source but emerge from the ongoing class work. </li></ul>
    26. 26. <ul><li>Thank you! </li></ul><ul><li>Q & A </li></ul>

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