Teaching Intercultural Communication in Foreign Language Education through Video Conferencing

Since 1980s, Western linguists and specialists on second language acquisition have emphasized the importance of enhancing students’ intercultural communication competence in foreign language education. At the same time, the demand for intercultural communicative competence increased along with the advances of communication technology with its increasingly global reach and the process of globalization itself.In the field of distance language education, these changes have resulted in a shift of focus from the production and distribution of learning materials towards communication and learning as a social process, facilitated by various internet-based platforms. The current focus on learners interacting and communicating synchronously trough videoconferencing is known as the fourth generation of distance language education. Despite the fact that teaching of Chinese as a foreign language (CFL) faces the same or even greater challenges as teaching other languages, the intercultural communication perspective is still quite a new trend in CFL and its implementation and evaluation are still under development. Moreover, the advocates of the new trends in CFL have so far focused almost exclusively on classroom-based courses, neglecting the distance mode of CFL and leaving it as an open field for others to explore. In this under-researched context, Dalarna University (Sweden), where I currently work, started to provide web-based courses of the Chinese language in 2007. Since 2010, the Chinese language courses have been available only in the distance form, using the same teaching materials as the previous campus-based courses. The textbooks used in both settings basically followed the functional nationalism approach. However, in order to catch up with the main trend of foreign-language education, we felt a need to implement the cross-cultural dimension into the distance courses as well. Therefore in 2010, a pilot study has been carried out to explore opportunities and challenges for implementing a cross-cultural perspective into existing courses and evaluating the effectiveness of this implementation based on the feedback of the students and on the experience of the teacher/researcher.

Teaching Chinese, teaching in Chinese, and teaching the Chinese

This article examines specific issues encountered in various areas of Chinese teaching in Australia. These issues are linked to the spheres of language planning as acquisition and as recovery and language planning as retention (Lo Bianco, 10.1007/s10993-006-9042-3). Specifically relevant to Chinese in Australia is its current prominence in formally declared national language policy, its changing status over time and its similarities and differences with Chinese in the United States (Wang, 10.1007/s10993-006-9043-2). The internationalization of education, and its commodification, has in recent years led to a major expansion in the range of offerings in Chinese in Australia, now catering to growing, and in some institutions to numerically dominant, groupings of native speakers with radically different language and academic needs from the traditional clientele of tertiary and school Chinese programs.

Negotiating and creating intercultural relations: Chinese immigrant children in New Zealand early childhood education centres

A multiple-case study investigation of the experiences of eight Chinese immigrant children in New Zealand early childhood centres suggested that the immigrant children’s learning experiences in their first centre can be understood as a process of negotiating and creating intercultural relations. The children’s use of family cultural tools, such as the Chinese language, was a distinctive feature of their learning experiences, simultaneously revealing and extending their exploration of the intercultural practices and their establishment of a sense of belonging. In the presence of Chinese-speaking peers who acted as ‘bridges’ and ‘boundary objects’, the Chinese language was actively used by the immigrant children in English-speaking early childhood centres and, as a result, they created intercultural relations which: (i) bridged the two cultures; (ii) brought the cultures into convergence; (iii) enabled the children to claim group identity; and (iv) battled intercultural constraints. The absence of Chinese speakers, on the other hand, constrained possibilities for intercultural relations. The focus on intercultural relations in this study is expected to lead to educational initiatives to support the incorporation of diverse cultures in early childhood services.

Enhancing linguistic and cultural proficiency through Chinese children’s literature

This paper addresses the issue of selecting high-quality materials for teaching Chinese to non-native-speaker students. The paper argues that the unique nature of literary texts for children and adolescents written in simple and standard language reflecting the rich social fabric of China make them valuable materials for teaching foreign learners of the modern Chinese language. The special value of these materials to non-native learners lies not only in their linguistic aptness, but also in their informative connection between the modern Chinese language and the history and culture of China. The paper demonstrates how to effectively use these materials in a cooperative Chinese language classroom.

Placebo-controlled trials of Chinese herbal medicine and conventional medicine - comparative study

BACKGROUND: Chinese herbal medicine (CHM) is increasingly used in the West, but the evidence on its effectiveness is a matter of debate. We compared the characteristics, study quality and results of clinical trials of CHM and conventional medicine. METHODS: Comparative study of placebo-controlled trials of CHM and conventional medicine. Eleven bibliographic databases and searches by hand of 48 Chinese-language journals. Conventional medicine trials matched for condition and type of outcome were randomly selected from the Cochrane Controlled Trials Register (issue 1, 2003). Trials described as double-blind, with adequate generation of allocation sequence and adequate concealment of allocation, were assumed to be of high quality. Data were analysed using funnel plots and multivariable meta-regression models. RESULTS: 136 CHM trials (119 published in Chinese, 17 published in English) and 136 matched conventional medicine trials (125 published in English) were analysed. The quality of Chinese-language CHM trials tended to be lower than that of English-language CHM trials and conventional medicine trials. Three (2%) CHM trials and 10 (7%) conventional medicine trials were of high quality. In all groups, smaller trials showed more beneficial treatment effects than larger trials. CHM trials published in Chinese showed considerably larger effects than CHM trials published in English (adjusted ratio of ORs 0.29, 95% confidence intervals 0.17-0.52). CONCLUSIONS: Biases are present both in placebo-controlled trials of CHM and conventional medicine, but may be most pronounced in CHM trials published in Chinese-language journals. Only few CHM trials of adequate methodology exist and the effectiveness of CHM therefore remains poorly documented.

Comparing communication technology on Chinese, English, and Spanish diabetes web sites.

Technological and cultural factors influence access to health information on the web in multifarious ways. We evaluated structural differences and availability of communication services on the web in three diverse language and cultural groups: Chinese, English, and Spanish. A total of 382 web sites were analyzed: 144 were English language sites (38%), 129 were Chinese language sites (34%), and 108 were Spanish language sites (28%). We did not find technical differences in the number of outgoing links per domain or the total availability of communication services between the three groups. There were differences in the distribution of available services between Chinese and English sites. In the Chinese sites, there were more communication services between consumers and health experts. Our results suggest that the health-related web presence of these three cultural groups is technologically comparable, but reflects differences that may be attributable to cultural factors.

Spoken Chinese,

Mode of access: Internet.

Read Chinese; a beginning text in the Chinese character. Hua wen tu pen,

Includes volumes of various editions.

A Mandarin-Romanized dictionary of Chinese, with supplement of new terms and phrases, now current,

Chinese title at head of t.-p.

Chinese military dictionary, Chinese-English, English-Chinese.

Mode of access: Internet.

A Chinese-English dictionary /

Includes index.

Technical terms, English and Chinese,

Errata included.

A Mandarin-Romanized dictionary of Chinese

Chinese caption.

A first reading book for students of colloquial Chinese; Chinese merry tales,

"The ninety nine tales ... in this book ... written ... in mandarin dialect belong doubtlessly to the folklore."--Pref.

A new Chinese-English dictionary, comprising about 10,000 words and 50,000 phrases.

Arranged by radical, with stroke and phonetic indexes.