Rivista | EL.LE
Fascicolo | 13 | 1 | 2024
Articolo | Fostering Interculturality in Foreign Language Teaching
Fostering Interculturality in Foreign Language Teaching
Literature in a Chinese Language Classroom
Abstract
Since its earlier theorizations in the 1990s, interculturality has gained increasing prominence in the field of foreign language pedagogy. Interculturality calls for the acquisition of a complex set of knowledge, skills, and attitudes that makes any separation between language and culture in foreign language teaching untenable. This article examines the potential of literature for an intercultural approach to Chinese language teaching in Italian upper secondary school, also known as ‘high school’. A reflection on what constitutes Chinese culture and the place of literature in the teaching of Chinese provides the background against which an empirical pedagogical experiment is presented. The teaching experience involves the use of a Chinese authentic literary text to promote an intercultural approach to two seemingly unrelated topics: Chinese New Year travel rush and sexual harassment. The activity shows the affordance of literature for developing an intercultural approach to diversity and complexity beyond simplification and orientalizing epistemologies.
Presentato: 05 Ottobre 2023 | Accettato: 11 Febbraio 2024 | Pubblicato 22 Marzo 2024 | Lingua: en
Keywords Chinese as a foreign language • Sexual harassment • Interculturality • Italian upper secondary school • Literature
Copyright © 2024 Daniela Licandro. This is an open-access work distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction is permitted, provided that the original author(s) and the copyright owner(s) are credited and that the original publication is cited, in accordance with accepted academic practice. The license allows for commercial use. No use, distribution or reproduction is permitted which does not comply with these terms.
Permalink http://doi.org/10.30687/ELLE/2280-6792/2024/01/005
