Integrating Hanzi and Its Cultural Context into Language Classes

1359 

Roundtable 

Chinese 

Chinese 

Shenglan Zhang  
Iowa State University

Shenglan Zhang  
Iowa State University

As research shows, learning both writing and speaking in Chinese at the same time can sometimes slow down the learning process by limiting students' full potential to learn to speak. Therefore, more and more programs are adopting typing approaches for learning Hanzi. This trend, however, may lead to Hanzi learning becoming less and less important. Nevertheless, Hanzi embodies much of the culture and is integral to learning Chinese. It would be remiss not to teach Hanzi and its culture to CFL learners. Furthermore, learning Hanzi and its culture could motivate students and strengthen their interest in Chinese language and culture.

This presentation focuses on an approach to integrating Hanzi and its cultural learning in a third-year Chinese class. The approach consists of two separate components: student reading and reporting outside of class, and in-class explanations by the teacher. A short survey was completed at the end of the semester, and the results were analyzed and reported.

Participants will understand the two-track model in the context of Chinese language teaching. The presenter will propose this model for Chinese language teaching, with one track focusing on speaking, listening, and reading, and the other track focusing on Hanzi and its culture. These two tracks are connected but can progress at different paces.

Participants will learn how to teach Hanzi and its culture in their language classes. The presenter will detail how she implemented this approach step-by-step, the content, materials, and assessment used, and the students' feedback, which will help participants understand the approach comprehensively and possibly apply it in their own classes.

Participants will gain a broader understanding of the cultural significance of Hanzi, both historically and in the present, thereby expanding their perspectives. Hanzi and its cultural context are often overlooked. The detailed description of what could be taught may open the audience's eyes and encourage them to think outside the box.

This presentation focuses on an approach to integrating Hanzi and its cultural context in a Chinese class, based on a two-track model proposed by researchers. The presenter will detail how she implemented this approach step-by-step, including the content, materials, and assessment used, as well as the students' feedback collected through a survey.

All Audiences

Curriculum and Instruction