Disposition and Practice of Bi-culture Input in Teaching Integrated Course of New College English
- DOI
- 10.2991/assehr.k.210519.032How to use a DOI?
- Keywords
- Integrated Course of New College English (2nd Edition), “Bi-culture Input”, cultural themes, analytical framework of culture in ESL instruction
- Abstract
The western culture has been attached much importance in textbook-compiling whereas Chinese culture as well as the comparison between Chinese and western culture has been neglected to some extent in college English teaching for a long time. As one of the most popular textbooks, the Integrated Course of New College English (2nd Edition) contains rich cultural topics, but it still focuses too much on the western culture. Based on the notion of “Bi-culture Input”, college English teaching can be fulfilled by the following two steps: first, combing the cultural themes according to Byram’s evaluation model of cultural contents in textbooks; second, teaching different kinds of themes with different focuses under James’ analytical framework of culture in ESL instruction, that is to say, balance in the focus on the learners’ culture with a focus on the second language culture, developing culture awareness and empowering learners. The study attempts to construct a college English class model integrating the development of language skills and culture literacy, which aims to cultivate the students’ culture awareness, culture self-confidence and their ability to convey Chinese culture in English.
- Copyright
- © 2021, the Authors. Published by Atlantis Press.
- Open Access
- This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).
Cite this article
TY - CONF AU - Ling He AU - Xiaobo Zhang PY - 2021 DA - 2021/05/20 TI - Disposition and Practice of Bi-culture Input in Teaching Integrated Course of New College English BT - Proceedings of the 7th International Conference on Humanities and Social Science Research (ICHSSR 2021) PB - Atlantis Press SP - 157 EP - 162 SN - 2352-5398 UR - https://doi.org/10.2991/assehr.k.210519.032 DO - 10.2991/assehr.k.210519.032 ID - He2021 ER -