Performed Culture in Chinese Language Education: A Culture-Based
Approach for U.S. Collegiate Contexts elaborates on a cultural
awareness-oriented, cultural performance-based, and cross-cultural
communication-focused foreign language pedagogical
paradigm-Performed Culture Approach - in the context of U.S.
collegiate Chinese language education. Guangyan Chen draws on the
data collected through questionnaires, comparisons between this
pedagogy and mainstream pedagogical frameworks, and analyses of
curricular development, lesson plans, and classroom discourses.
Chen promotes the performed culture approach by delineating the
theoretical framework of this pedagogy, reporting studies that
empirically support cultural primacy in Chinese language education,
and illustrating this pedagogy through analyses of a curricular
structure, a lesson plan, and classroom discourses. Chen shows how
this pedagogy addresses the gaps between the social need for global
citizens and the insufficient integration of culture into foreign
language education. The performed culture approach also addresses
the overall drop in U.S. collegiate foreign language enrollment as
this pedagogy connects foreign language programs to university
missions and social needs.
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