A Collaborative Autoethnography of Developing a 'Cultural Stories' Exercise for Intercultural Teaching in China

Autor/inn/en	Chi, Ruobing; Zhang, Hongling; Kulich, Steve
Titel	A Collaborative Autoethnography of Developing a 'Cultural Stories' Exercise for Intercultural Teaching in China
Quelle	In: Language and Intercultural Communication, 22 (2022) 5, S.519-533 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-8477
DOI	10.1080/14708477.2022.2112207
Schlagwörter	Intercultural Communication; Cultural Awareness; Teaching Methods; Foreign Countries; Cultural Differences; Metacognition; Self Concept; Ethnography; Story Telling; Transformative Learning; Learning Processes; Intervention; Second Language Learning; Second Language Instruction; College Faculty; Language Teachers; Teacher Attitudes; Asian Culture; China (Shanghai) + Suchen Sie Ihr Suchwort? Interkulturelle Kommunikation; Cultural identity; Kulturelle Identität; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Kultureller Unterschied; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Selbstkonzept; Ethnografie; Pädagogische Transformation; Learning process; Lernprozess; Zweitsprachenerwerb; Fremdsprachenunterricht; Fakultät; Language teacher; Sprachunterricht; Lehrerverhalten
Abstract	Intercultural teaching often emphasizes exposure to and understanding of cultural differences. Although it acknowledges the importance of cultural self-awareness, little research has been done to explore how such a goal is achieved. This article adopts collaborative autoethnography (CAE) to explore the creation, development, and use of variations of the 'Cultural Stories' exercise to enhance cultural self-awareness in intercultural education. Three culturally diverse instructors (in background, generations, contact/integrated cultures) narrate developments of this process for foreign language teaching in China as creators, teachers, and researchers. Analysis focuses on: (1) transformative learning process and experience of using the 'Cultural Stories' exercise; and (2) enhanced pedagogical understanding of intercultural teaching in China gained through developing and using this exercise. Results indicate that: (1) cultural stories have the potential to shape or start transforming students' originally essentialized understanding of culture and identity; and (2) contextualized pedagogical implementation and reflective professional commitment help inspire and bring greater reflection or transformation to the teachers' understanding of intercultural teaching. Implications of this instructional intervention and the research process are also discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01