Abstract
Since its inception, intercultural competence (hereinafter, IC) teaching has evolved into a crucial component of language learning and, especially, a bridge to connect cultures in a globalized world. Parallelly, Chinese teaching in Spain has gained substantial popularity over the last ten years. This popularity is easy to observe in the case of Higher Studies, since more than 20 different Bachelor in Arts programs offer Chinese language in 2022. In the Chinese teaching context, teaching intercultural competence plays a significant role for Spanish learners, since there are numerous cultural differences that can create misunderstandings when Spanish people interact with Chinese culture. However, there is little knowledge on the methods and strategies of teaching and assessment of intercultural competence in these Bachelor in Arts programs. The focus of this project is to identify these methods and strategies, so an investigation consisting of three steps was undergone. Firstly, a literature review on the methods of the teaching of intercultural competence teaching and assessment was conducted. This review was the base from which two questionnaire tools were designed –the first one about IC teaching in the Chinese classroom and the second one about IC assessment in the Chinese classroom– and sent to an expert panel in Chinese Teaching in Spain. The analysis and findings of this investigation help to comprehend how IC is approached in the Chinese language classroom within the Spanish Higher Education framework.
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Chinese as a Foreign Language Teaching, Intercultural Competence, Culture Teaching
