Exploration on the Teaching of Cultural Awareness in Primary School English Core Literacy

2021 ◽  
Keyword(s):  
Primary School ◽  
Cultural Awareness ◽  
Core Literacy

scholarly journals Cultural Representation in Primary School ELT Textbooks in Mainland China

2021 ◽  
Author(s):  
Xiaofei Tang
Keyword(s):  
Primary School ◽  
Cultural Awareness ◽  
English Language ◽  
Mainland China ◽  
The United States ◽  
Cultural Representation ◽  
Local Culture ◽  
Cultural Elements ◽  
Foreign Culture ◽  
Textbook Series

<p>This study aims to conduct a mixed-method analysis of <i>PEP Primary English</i>, a primary school English language teaching textbook series covering eight volumes widely used in Mainland China, to depict its representation of different cultures and explore whether the cultural representation follows the National English Language Curriculum Standard.</p><p><br></p><p>The textbook analysis proceeds in three steps. The first step is to develop the criteria of categorising cultural elements presented in <i>PEP Primary English</i>. An adapted version of Kachru’s (1985, 1992) three concentric circles of World Englishes is employed to define cultural categories. The cultural elements in the textbooks are generally grouped into two categories, namely, the local culture and the foreign culture. The local culture includes all the elements in relation to the home country where this textbook series has been published and widely used – China. The foreign culture is subcategorised into 1) the Inner Circle where English is applied as the mother tongue or a primary language due to its traditional historical and sociolinguistic bases over there, such as the United Kingdom, the United States, Australia, and New Zealand; 2) the Outer Circle where English is institutionalised as a <i>lingua frança</i> though it does not serve as the native language, such as India, Bangladesh, Malaysia, Singapore, and Hong Kong SAR; and 3) the Expanding Circle where English is utilised as a primary foreign language but does not play a historical or governmental role, such as China, Japan, South Korea, and Russia.</p><p><br></p><p>The second step is to tag those elements presented in the textbooks according to the established criteria of cultural categories; and to calculate their frequency in individual volumes and in the whole textbook series respectively.</p><p><br></p><p>The third step is to tabulate the frequency of cultural elements in the textbooks and to compare the features of their representation with the learning requirements for cultural awareness as stated in the National Curriculum.</p>

scholarly journals Cultural Representation in Primary School ELT Textbooks in Mainland China

2021 ◽  
Author(s):  
Xiaofei Tang
Keyword(s):  
Primary School ◽  
Cultural Awareness ◽  
English Language ◽  
Mainland China ◽  
The United States ◽  
Cultural Representation ◽  
Local Culture ◽  
Cultural Elements ◽  
Foreign Culture ◽  
Textbook Series

<p>This study aims to conduct a mixed-method analysis of <i>PEP Primary English</i>, a primary school English language teaching textbook series covering eight volumes widely used in Mainland China, to depict its representation of different cultures and explore whether the cultural representation follows the National English Language Curriculum Standard.</p><p><br></p><p>The textbook analysis proceeds in three steps. The first step is to develop the criteria of categorising cultural elements presented in <i>PEP Primary English</i>. An adapted version of Kachru’s (1985, 1992) three concentric circles of World Englishes is employed to define cultural categories. The cultural elements in the textbooks are generally grouped into two categories, namely, the local culture and the foreign culture. The local culture includes all the elements in relation to the home country where this textbook series has been published and widely used – China. The foreign culture is subcategorised into 1) the Inner Circle where English is applied as the mother tongue or a primary language due to its traditional historical and sociolinguistic bases over there, such as the United Kingdom, the United States, Australia, and New Zealand; 2) the Outer Circle where English is institutionalised as a <i>lingua frança</i> though it does not serve as the native language, such as India, Bangladesh, Malaysia, Singapore, and Hong Kong SAR; and 3) the Expanding Circle where English is utilised as a primary foreign language but does not play a historical or governmental role, such as China, Japan, South Korea, and Russia.</p><p><br></p><p>The second step is to tag those elements presented in the textbooks according to the established criteria of cultural categories; and to calculate their frequency in individual volumes and in the whole textbook series respectively.</p><p><br></p><p>The third step is to tabulate the frequency of cultural elements in the textbooks and to compare the features of their representation with the learning requirements for cultural awareness as stated in the National Curriculum.</p>

A Study on the Cultivation of Primary School Students’ Cross-cultural Awareness—Based on the Schema Theory

2020 ◽  
Vol 10 (5) ◽  
pp. 604
Author(s):  
Lingling Cai ◽  
Chunrong Wu
Keyword(s):  
Primary School ◽  
Traditional Method ◽  
Cultural Awareness ◽  
Schema Theory ◽  
Current Situation ◽  
Cross Cultural ◽  
Primary Students ◽  
Primary School Students ◽  
School Students ◽  
English Class

The cultivation of cross-cultural awareness for primary students is a key point in the English class. Apart from the traditional method, schema theory will be a new way for it. This paper investigates the current situation of primary school and analyses the problems in class. It explores the effective methods under the schema theory and provides relevant suggestions.

scholarly journals An Application of Cultural Models Theory to Cross-cultural Awareness Cultivation in Primary School English Teaching

2019 ◽  
Vol 10 (1) ◽  
pp. 111
Author(s):  
Xin Ma
Keyword(s):  
Primary School ◽  
Cultural Awareness ◽  
Cognitive Linguistics ◽  
Cultural Models ◽  
Cultural Factors ◽  
Current Situation ◽  
Cross Cultural ◽  
Paper Briefly ◽  
English Teaching

Cultural models theory is one of the most important theories in cognitive linguistics. This paper briefly introduces the theory of cultural models in cognitive linguistics, analyses the current situation of cross-cultural awareness teaching in primary school, and further discusses the significance of cultural models theory in the cultivation of cross-cultural awareness in primary school English teaching. This theory provides a tool for teachers to cultivate pupils' cross-cultural awareness, so teachers can effectively introduce cultural factors into primary school English teaching.

scholarly journals The Curricular Reform of Art Education in Primary School in Slovenia in Terms of Certain Components of the European Competence of Cultural Awareness and Expression

2012 ◽  
Vol 2 (2) ◽  
pp. 71-90
Author(s):  
Rajka Bračun Sova ◽  
Metoda Kemperl
Keyword(s):  
Music Education ◽  
Primary School ◽  
Art Education ◽  
Cultural Awareness ◽  
White Paper ◽  
Point Of View ◽  
Curricular Reform ◽  
Art Making ◽  
Language Curriculum ◽  
Starting Point

One of the important positions of the last curricular reform in Slovenia, which included systemic issues of education (White Paper on Education, 2011) and curricula for compulsory subjects in primary school, is the fact that Slovenia has been integrated into Europe, and thus education should also include the development of core European competences. One such competence is cultural awareness and expression, which until now has been an issue more in the context of cultural policies than school policies in Slovenia. The purpose of the present article is to critically analyse the curricular reform of art education (i.e., visual art education), through which, in terms of certain components of the competence of cultural awareness and expression, it is foreseen that the student will gain a knowledge of art, develop an ability to experience works of art and develop a creative attitude towards art and heritage.Because the starting point and goal of curricular change is the curriculum, our analysis is derived from curriculum theories, and not from the art theories and pedagogical theories that have predominantly framed previous attempts at curriculum analysis. Critical consideration of the curricular reform of art education in primary school in terms of certain components of the competence of cultural awareness and expression was undertaken by comparing curricula in the field of aesthetic education. We compared art education with music education and literature within the Slovenian language curriculum. Qualitative analysis showed that, despite the reform, the curriculum for arts education does not realise selected components of the competence of cultural awareness and expression, largely due to the curriculum’s conceptual structure. Art education is centred principally on art-making activities, with an obviousneglect of appreciation. The integration of arts subjects at school, as proposed by the White Paper, is therefore not possible, due to the existing model of art education. From a practical point of view, the analysis also raised the question of the knowledge and competences of teachers.

scholarly journals The Cultivation of the Core Literacy of English Discipline in Senior High School based on “Post-method” Theory

2020 ◽  
Vol 2 (3) ◽  
pp. 1
Author(s):  
Xingyuan Li
Keyword(s):  
High School ◽  
Teaching Methods ◽  
Cultural Awareness ◽  
English Education ◽  
Learning Ability ◽  
Curriculum Standards ◽  
High School English ◽  
The Core ◽  
School Based ◽  
Core Literacy

The Curriculum Standards for General High School English (2017 edition) (hereinafter referred to as the Curriculum Standards) clearly states that the specific goal of general High school English curriculum is to cultivate and develop students’ core qualities such as language ability, cultural awareness, thinking quality and learning ability after receiving high school English education. The cultivation of core literacy is a hotspot in the current research of basic English education. However, most researches are based on traditional English teaching methods and tend to apply traditional teaching methods to experimental studies in primary and secondary school classrooms, and few of them study how to cultivate students’ core literacy from a theoretical perspective. This article will discuss the cultivation of core literacy of English discipline based on the “post method” theory proposed by B. Kurumaravadivelu. Meanwhile, advice on cultivation of the core literacy of English discipline in high school based on post-method theory will be given.

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