TY - JOUR
T1 - The cultural representation of Chinese-speaking groups in US-produced Chinese as a foreign language textbooks
AU - Hua, Xiaochen
AU - Hu, Guangwei
AU - Liu, Feifei
N1 - Publisher Copyright:
© 2021 National Institute of Education, Singapore.
PY - 2022
Y1 - 2022
N2 - Foreign language textbooks not only aid language learners in developing their linguistic skills and knowledge but also reshape their cultural identities. Drawing on theories of critical curriculum studies, this paper examines cultural representation in two sets of US-produced Chinese as a foreign language (CFL) textbooks for American college learners at elementary and intermediate proficiency levels. Verbal and visual data comprising text and images were discursively examined with content analysis focusing on the distribution of cultural representations, the selection of cultural content, and the editorial strategies of inclusion and exclusion. Findings indicate that the textbooks skilfully employ eclectic approaches to addressing culturally controversial matters among various Chinese-speaking groups, such as Mainland Han Chinese, Taiwanese and ethnic minorities in China, in line with an overarching pan-Chinese cultural ideology. Implications are derived from the findings for CFL educators and teachers of other culturally contested foreign languages.
AB - Foreign language textbooks not only aid language learners in developing their linguistic skills and knowledge but also reshape their cultural identities. Drawing on theories of critical curriculum studies, this paper examines cultural representation in two sets of US-produced Chinese as a foreign language (CFL) textbooks for American college learners at elementary and intermediate proficiency levels. Verbal and visual data comprising text and images were discursively examined with content analysis focusing on the distribution of cultural representations, the selection of cultural content, and the editorial strategies of inclusion and exclusion. Findings indicate that the textbooks skilfully employ eclectic approaches to addressing culturally controversial matters among various Chinese-speaking groups, such as Mainland Han Chinese, Taiwanese and ethnic minorities in China, in line with an overarching pan-Chinese cultural ideology. Implications are derived from the findings for CFL educators and teachers of other culturally contested foreign languages.
KW - Chinese as a foreign language
KW - cultural representation
KW - language textbooks
KW - pan-Chinese cultural ideology
UR - http://www.scopus.com/inward/record.url?scp=85101382334&partnerID=8YFLogxK
U2 - 10.1080/02188791.2021.1889971
DO - 10.1080/02188791.2021.1889971
M3 - Journal article
AN - SCOPUS:85101382334
JO - Singapore Journal of Education
JF - Singapore Journal of Education
SN - 0218-8791
ER -