- STARTALK eTower: 一个有效提高学习者能力以及学习自主性的开放式教育资源
(STARTALK eTower: An Effective OER to Promote Chinese Language Proficiency and Learner Autonomy)
谭大立 (Tan, Dali), 北弗吉尼亚社区学院 (Northern Virginia Community College)
吴雷 (Wu, Lei), 佛罗里达国际大学 (Florida International University)
黄瑞 (Huang, Rui), 斯坦福大学 (Stanford University)
王真 (Wang, Zhen), 布兰迪斯大学 (Brandeis University)
pp. 74-100
Bilingual Abstract: http://www.tclt.us/journal/abstractshow.php?id=135
2. 通过批判性话语分析提高中文教材的文化多样性和 包容性——采用《中文听说读写》教学的经验总结、 反思及展望 (Improving the Representation of Cultural Diversity and Inclusiveness in Chinese Textbooks through Critical Discourse Analysis—Experience, Reflection and Prospect in Teaching with Integrated Chinese)
谭大立
北弗吉尼亚社区学院，美国
吴雷
弗罗里达国际大学，美国
黄瑞
斯坦福大学，美国
摘要
本文以批判性话语分析理论为框架，对《中文听说读写》第四版（第一册、第二册）中的多元文化内容进行分析。虽然较之前版本改进很多，但从批判性话语分析理论角度来看，该教材仍存在不足之处。主要包括缺少对中国和世界文化多样性的体现，片面突出某种文化，忽视性别身份，未关注中美不同跨文化表达方式，强化刻板印象等问题。在此基础上提出修改建议：增加文本内容的多样性和针对性，增加批判性，加强语言和文化学习的联系，结合社会热点设计分级阅读等。总之，笔者认为《中文听说读写》第四版（第一册、第二册）瑕不掩瑜，本文提出的建议仅供教材编写者以及使用这套教材的老师们参考，旨在促进教材的发展。
关键词
《中文听说读写》，中文教学，文化教学，批判性话语分析理论
Improving the Representation of Cultural Diversity and Inclusiveness in Chinese Textbooks through Critical Discourse Analysis—Experience, Reflection and Prospect in Teaching with Integrated Chinese
Dali Tan
Northern Virginia Community College, USA
Lei Wu
Florida International University, USA
Rui Huang
Stanford University, USA
Abstract
Employing the Critical Discourse Analysis theory, this paper analyzes the cultural content in the fourth edition of “Integrated Chinese” (Volumes I and II). Although much improved from the previous editions, the textbook still has some shortcomings such as lack of representation of cultural diversity in China and the world, one-sided highlighting of a certain culture, neglect of gender equality and identity, reinforcement of some stereotypes and so on. Based on their analysis of the content of “Integrated Chinese” and their over decade of usage experience, the authors have made some concrete and feasible suggestions for textbook writers, instructional materials developers, and teachers. These suggestions include: increase the representation of diversity both in China and the world, enhance content relevance to the learners, strengthen the connection between language and culture learning, empower teachers’ agency and capacity to develop their own Open Educational Resources to supplement their instructional materials so their students from diverse background can truly see themselves in the content of the course and as legitimate users of Chinese in their life and careers, and design graded reading in conjunction with social and culturally current topics that are of great interest to learners, etc. This paper also hopes to help Chinese teachers take full advantage of the multicultural assets our learners bring into our classrooms so they can all have a deeper understanding and appreciation of their own cultural identities and Chinese and other cultures. This will help learners become better thinkers, more effective cross-culture communicators, and educated citizens of the world.
Keywords
Integrated Chinese, CFL instruction, teaching of Chinese cultures, critical discourse analysis