A Preliminary Phenomenological Investigation on the Challenges and Strategies toward the Culture-Language Integration in Chinese as a Foreign Language Education in American High Schools

Abstract

A teacher cannot teach a language thoroughly without teaching the cultures of its speakers. Many foreign language teachers worldwide have encountered an abundance of challenges while promoting the culture-language integration. The Chinese as a foreign language (CFL) teachers in the USA are no exception. The purpose of study was to investigate the following question: what are the CFL teachers’ perceptions and experiences on the culture-language integration in American high schools? This phenomenological study examined the lived experiences of six qualified in-service CFL teacher participants and illuminated common challenges and strategies these teachers encountered and used to resolve these challenges of culture-language integration. Additionally, we have found more strategies used to further resolve the specific challenges reported by each individual participant uniquely toward the inclusive essential Chinese cultural content and their selecting criteria for the culture-language integration in American high schools. These practical findings will definitely provide clear strategic guidance and directions for many educators worldwide in advancing the culture-language integration in CFL and other foreign language education in the USA and other countries.