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- W2732503903 abstract "Intercultural understanding is of growing importance in today’s globalizing world. While an increasing consensus has existed on the necessity to incorporate culture into foreign language education in general, and recent studies on teaching and learning Chinese as a foreign language (CFL) have begun to explicitly identify culture as an essential element, few qualitative studies have examined in depth the development of intercultural understanding in CFL classrooms (Wang and Rendle-Short 2013 is an exception). This chapter reports on a case study of the ways in which a teacher can help students move beyond essentialist views and develop critical intercultural understanding in a classroom setting. The findings of the case study demonstrate the utility of the critical reading of textbooks and suggest that exposure to conflicting views and experiences in class could help students develop a sophisticated understanding of cultural norms." @default.
- W2732503903 created "2017-07-14" @default.
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- W2732503903 date "2017-01-01" @default.
- W2732503903 modified "2023-09-27" @default.
- W2732503903 title "Bringing Interculturality into the Chinese-as-a-Foreign-Language Classroom" @default.
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- W2732503903 doi "https://doi.org/10.1057/978-1-137-58322-2_2" @default.
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