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- W4385399094 abstract "Developing students’ intercultural communicative competence (ICC) in foreign language education is recognized worldwide due to the increasing need for intercultural communication. In New Zealand, the growing number of Chinese immigrants has resulted in more Chinese heritage language (CHL) learners in Chinese language classrooms. This chapter focuses on investigating the ICC development and identity exploration of five CHL learners through the implementation of role-plays combined with reflective tasks. Qualitative data collected from CHL learners’ interviews, surveys, and reflective writing were analysed thematically. The findings suggest that the implementation of role-plays had a positive impact on CHL learners’ interaction skills, attitudes, and critical cultural awareness. The reflective tasks appeared to facilitate students’ critical thinking and reflection on their cultural identity. Most significantly, CHL learners’ learning of Chinese was closely linked to their identity construction. The findings revealed that the CHL learners struggled with their bicultural identity. However, their bicultural background also enabled them to be more understanding, open, and critical of different cultures, indicating an intertwined relationship between cultural identity and ICC development." @default.
- W4385399094 created "2023-07-31" @default.
- W4385399094 creator A5021373459 @default.
- W4385399094 date "2023-01-01" @default.
- W4385399094 modified "2023-09-27" @default.
- W4385399094 title "Chinese Heritage Language Learners’ Intercultural Communicative Competence Development and Identity Exploration in the New Zealand Secondary School Context" @default.
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- W4385399094 doi "https://doi.org/10.1007/978-3-031-35475-5_8" @default.
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