Performed Culture in Action to Teach Chinese as a Foreign Language: Integrating PCA into Curriculum, Pedagogy, and Assessment

This volume explores best practices in implementing the Performed Culture Approach (PCA) in teaching Chinese as a foreign language (CFL), highlighting its culture-focused paradigm and innovative methods for better supporting learners in navigating target culture and overcoming communication barriers. It also discusses additional applications of PCA in developing learner identity, intercultural competence, autonomy, and motivation.

Format: Hardback
Length: 172 pages
Publication date: 02 September 2022
Publisher: Taylor & Francis Ltd

This comprehensive volume delves into the effective implementation of the Performed Culture Approach (PCA) in teaching Chinese as a foreign language (CFL). It presents a diverse collection of chapters that showcase successful applications of PCA in curriculum, instructional design, and assessment within CFL programs and classrooms across different levels. By highlighting the fundamental differences between the PCA's culture-focused paradigm and the traditional communicative language teaching (CLT) framework, the text underscores how PCA can inspire innovative approaches to enhance learners' ability to navigate target cultures and overcome communication barriers. Furthermore, the book explores additional applications of PCA in the development of learner identity, intercultural competence, autonomy, and motivation. By bridging theoretical innovations and practical curriculum design and implementation, this work serves as a valuable resource for researchers, teacher trainers, and graduate students interested in Chinese teaching and learning, particularly those who are passionate about incorporating performance into foreign language curriculums with the aim of integrating language and culture.

Introduction:
The Performed Culture Approach (PCA) has gained significant attention in recent years as an effective approach to teaching Chinese as a foreign language (CFL). This volume aims to explore best practices in implementing PCA in CFL contexts, providing insights into how it can be effectively integrated into curriculum, instructional design, and assessment. By examining the experiences of educators and researchers who have successfully applied PCA, this book seeks to shed light on the unique benefits and challenges associated with this approach.

Chapter 1:
In Chapter 1, the authors provide an overview of the theoretical foundations of PCA and its relevance to CFL teaching. They discuss the importance of cultural performance in language learning and how PCA can facilitate the development of learners' cultural competence and intercultural communication skills. The chapter also highlights the differences between PCA and traditional CLT frameworks and explores how PCA can inspire innovative methods to enhance language learning outcomes.

Chapter 2:
Chapter 2 focuses on the application of PCA in curriculum design. The authors present case studies of CFL programs that have successfully integrated PCA into their curriculum, highlighting the key elements that contribute to its success. They discuss how PCA can be used to create engaging and culturally relevant learning experiences, as well as how it can promote the development of critical thinking and problem-solving skills. The chapter also explores the role of assessment in PCA and how it can be used to measure learners' cultural performance and language proficiency.

Chapter 3:
Chapter 3 delves into the implementation of PCA in instructional design. The authors present practical strategies and techniques for incorporating PCA into classroom instruction, including role-playing, cultural simulations, and performance tasks. They discuss how these activities can promote learners' active participation and engagement, as well as how they can facilitate the development of oral and written communication skills. The chapter also explores the role of technology in PCA and how it can be used to enhance learning experiences and promote intercultural communication.

Chapter 4:
Chapter 4 explores the application of PCA in assessment. The authors present a range of assessment methods that have been used in PCA-based CFL programs, including oral interviews, written assignments, and performance tasks. They discuss the advantages and disadvantages of each method and how they can be used to measure learners' cultural performance and language proficiency. The chapter also highlights the importance of feedback in assessment and how it can be used to guide learners' development and improve their language proficiency.

Chapter 5:
Chapter 5 discusses the development of learner identity in PCA-based CFL programs. The authors explore how PCA can be used to promote learners' sense of belonging and identity within the target culture, as well as how it can facilitate the development of their self-esteem and confidence. The chapter also discusses the role of cultural awareness and sensitivity in PCA and how it can be used to promote learners' understanding and appreciation of different cultures.

Chapter 6:
Chapter 6 explores the application of PCA in intercultural competence development. The authors present practical strategies and techniques for promoting learners' intercultural competence, including cross-cultural communication, cultural empathy, and cultural adaptability. They discuss how these skills can be developed through PCA-based activities and how they can be applied in real-world contexts. The chapter also explores the role-play and cultural simulations in PCA and how they can be used to promote learners' understanding and appreciation of different cultures.

Chapter 7:
Chapter 7 discusses the application of PCA in autonomy development. The authors present practical strategies and techniques for promoting learners' autonomy in PCA-based CFL programs, including self-directed learning, problem-solving, and decision-making. They discuss how these skills can be developed through PCA-based activities and how they can be applied in real-world contexts. The chapter also explores the role of language learning strategies in PCA and how they can be used to enhance learners' language proficiency.

Conclusion:
In conclusion, this comprehensive volume provides valuable insights into the effective implementation of the Performed Culture Approach (PCA) in teaching Chinese as a foreign language (CFL). By exploring best practices in implementing PCA, the book offers a wealth of knowledge and practical strategies for educators and researchers interested in incorporating performance into foreign language curriculums with the goal
This comprehensive volume provides valuable insights into the effective implementation of the Performed Culture Approach (PCA) in teaching Chinese as a foreign language (CFL). By exploring best practices in implementing PCA, the book offers a wealth of knowledge and practical strategies for educators and researchers interested in incorporating performance into foreign language curriculums with the aim to integrate language and culture.

Introduction:
The Performed Culture Approach (PCA) has gained significant attention in recent years as an effective approach to teaching Chinese as a foreign language (CFL). This volume aims to explore best practices in implementing PCA in CFL contexts, providing insights into how it can be effectively integrated into curriculum, instructional design, and assessment. By examining the experiences of educators and researchers who have successfully applied PCA, this book seeks to shed light on the unique benefits and challenges associated with this approach.

Chapter 1:
In Chapter 1, the authors provide an overview of the theoretical foundations of PCA and its relevance to CFL teaching. They discuss the importance of cultural performance in language learning and how PCA can facilitate the development of learners' cultural competence and intercultural communication skills. The chapter also highlights the differences between PCA and traditional CLT frameworks and explores how PCA can inspire innovative methods to enhance language learning outcomes.

Chapter 2:
Chapter 2 focuses on the application of PCA in curriculum design. The authors present case studies of CFL programs that have successfully integrated PCA into their curriculum, highlighting the key elements that contribute to its success. They discuss how PCA can be used to create engaging and culturally relevant learning experiences, as well as how it can promote the development of critical thinking and problem-solving skills. The chapter also explores the role of assessment in PCA and how it can be used to measure learners' cultural performance and language proficiency.

Chapter 3:
Chapter 3 delves into the implementation of PCA in instructional design. The authors present practical strategies and techniques for incorporating PCA into classroom instruction, including role-playing, cultural simulations, and performance tasks. They discuss how these activities can promote learners' active participation and engagement, as well as how they can facilitate the development of oral and written communication skills. The chapter also explores the role of technology in PCA and how it can be used to enhance learning experiences and promote intercultural communication.

Chapter 4:
Chapter 4 explores the application of PCA in assessment. The authors present a range of assessment methods that have been used in PCA-based CFL programs, including oral interviews, written assignments, and performance tasks. They discuss the advantages and disadvantages of each method and how they can be used to measure learners' cultural performance and language proficiency. The chapter also highlights the importance of feedback in assessment and how it can be used to guide learners' development and improve their language proficiency.

Chapter 5:
Chapter 5 discusses the development of learner identity in PCA-based CFL programs. The authors explore how PCA can be used to promote learners' sense of belonging and identity within the target culture, as well as how it can facilitate the development of their self-esteem and confidence. The chapter also discusses the role of cultural awareness and sensitivity in PCA and how it can be used to promote learners' understanding and appreciation of different cultures.

Chapter 6:
Chapter 6 explores the application of PCA in intercultural competence development. The authors present practical strategies and techniques for promoting learners' intercultural competence, including cross-cultural communication, cultural empathy, and cultural adaptability. They discuss how these skills can be developed through PCA-based activities and how they can be applied in real-world contexts. The chapter also explores the role-play and cultural simulations in PCA and how they can be used to promote learners' understanding and appreciation of different cultures.

Chapter 7:
Chapter 7 discusses the application of PCA in autonomy development. The authors present practical strategies and techniques for promoting learners' autonomy in PCA-based CFL programs, including self-directed learning, problem-solving, and decision-making. They discuss how these skills can be developed through PCA-based activities and how they can be applied in real-world contexts. The chapter also explores the role of language learning strategies in PCA and how they can be used to enhance learners' language proficiency.

Conclusion:
In conclusion, this comprehensive volume provides valuable insights into the effective implementation of the Performed Culture Approach (PCA) in teaching Chinese as a foreign language (CFL). By exploring best practices in implementing PCA, the book offers a wealth of knowledge and practical strategies for educators and researchers interested in incorporating performance into foreign language curriculums with the aim to integrate language and culture.

Weight: 510g
Dimension: 229 x 152 (mm)
ISBN-13: 9781032057743