Cross-cultural Awareness and Solutions: A Social Perspective Taking (SPT) Module for Competence-based Training
CFL teachers from China encounter a challenge when trying to bridge large cultural gaps and may lack skills to effectively engage with the local populace, including students, teachers, parents and host-school administrators. The successful promotion of Chinese education requires the full support of a partnership with host schools and local communities. Thus, it is of crucial importance that CFL teachers use effective interpersonal technique and communication strategies in the classroom and beyond to overcome potential barriers in cross-cultural communication. However, the majority of CFL teachers from China either have had no exposure to new ideas, people and cultural situations, or had occasional but insufficient cross-cultural knowledge prior to being deployed to host schools. This paper uses Social Perspective Taking (SPT) to address these interpersonal challenges of CFL teachers. 37 CFL teachers voluntarily and anonymously participated in a recent survey regarding cross-cultural interactions and competence. The results of the survey have shown the necessity of competence-based training programs to be designed for in-service CFL teachers. The SPT module proposed in the paper allows teachers to accurately consider students, parents, host-schools’ perspectives without cultural bias and erroneous assumptions, which is the key to successfully promoting instruction of Chinese language and culture. The paper introduces the implementation of the SPT module for an in-service professional development workshop. The paper aims to: (1) contribute to escalating CFL teachers’ cultural competence locally and globally; (2) allow teachers to understand host-schools’ goals while accomplishing objectives of Chinese education; and (3) provide constructive suggestions to develop courses for in-service teacher training.
Mr. Lu Jianming
有关汉语教学学科建设的几个问题 Some Problems in the Disciplinary Construction of TCSOL
Creating a TCFL Network within Nordic Universities: Action and Reflection
With the growth in learning Chinese as a foreign language (abbreviated into TCFL) in a global scale, there is a pressing need for universities to deliver high quality TCFL to the learners. This requires teachers to develop and to apply the latest knowledge within the field both theoretically and pedagogically. However, due to small size of Chinese study program and limited TCFL staff within Nordic universities, issues of TCFL teacher development have not been sufficiently addressed. To address this concern, this paper will focus on studying the case of the newly-established project entitled ‘NordNet TCFL 2016’ funded by Nordplus Higher Education. The project aims to enhance TCFL and strengthen CFL teacher network. During the project, CFL teachers from Aarhus University, Denmark; Stockholm University, Sweden and Oslo University, Norway conduct three ‘teacher mobility’ activities. Each activity entails visiting one or two partner universities, observing classes, and discussing methodological issues. The 1st activity took place on Oct. 17-18, 2016 at Stockholm University, Sweden. The 2nd activity took place on Oct. 27-28, 2016 Aarhus University, Denmark. The 3rd activity will take place in March, 2017 at Oslo University, Norway. During each activity, surveys are issued and questions are posed. The preliminary analysis from two completed activities and surveys show that three challenges face the growth of TCFL and professional development of teachers. (1) lacking research-based subject-didactic knowledge specific to TCFL to Danish, Swedish and Norwegian learners; (2) problematic focus on English-language CFL textbooks (i.e., Danish/Swedish/Norwegian-textbook on TCFL are needed); (3) little guidance on the ways to train local novice non-native speakers to become qualified CFL teachers. Finally, we offer suggestions for reconsidering TCFL teacher education in an effort to foster a research-based subject-& country-specific didactic education program, and call for establishing a permanent CFL teacher network.