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Developing Intercultural Awareness Within Teacher Preparation Program
Abstract
As more expatriate Chinese language teachers are recruited to teach in American K-12 schools, there is an increasing need for American university teacher preparation programs to address the challenges they are experiencing, as well as how they should cope. With years' experience and a uniquely cross-cultural breadth, this book chapter first examines the cultural differences between the U.S. and China in classroom management, class communication, teaching styles and instructional strategies. To identify the cross-cultural teaching difficulties, as well as the situational and cultural factors that impact the failure of teaching in cross-cultural situations, literature was then reviewed from the fields of teaching Chinese as a foreign language and cross-cultural Chinese language teaching. Last, employing Byram's intercultural competence model, this book chapter suggests ways in which intercultural awareness and intercultural competence be incorporated in higher education foreign language teacher preparation programs in the U.S.
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