A Case Study of Language B Material Adaptation and Intercultural Understanding in International Baccalaureate Diploma Programme: Recontextualization of Topic, Text and Task/Activity
International Journal of Chinese Language Education; June 2018; Issue No. 3; p.147 - 162
Department of Chinese Language Studies, The Education University of Hong Kong
Chinese Language Program, Columbia University
Chung Hwa Book Co. (H.K.) Ltd.
This case study involved a Chinese teacher who was experienced in developing curriculum in International Baccalaureate Diploma Programme to participate in stimulated recall on unit planning. In this study, “Attitude” as one of the subsystems of Appraisal Theory was utilized to analyze the participant’s stimulated recall and related teaching materials. It aimed to demonstrate the features of strategies used for material adaptation in relation to a specific context. The results suggested that the participant tended to focus on cultural differences and adapt teaching materials in light of cultural comparison in order to change the cultural bias shared by his learners who were low-motivated, in favor of western ways of thinking and in lack of understanding Chinese culture. Though the research did not study learner’s experienced curriculum, it showed goals set for learners in relation to teacher’s perception of intercultural understanding and material adaptation strategies on topic, text and task/activity based on the notion of recontextualization. This study adds value to both research and teacher training on material adaptation and the enactment of international mindedness.
International Baccalaureate Programmes intercultural understanding material adaptation strategy and recontextualization
2520-7733 (Print); 2521-4241 (Online)
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