Linguistic and Cultural Authenticity of a Chinese Literacy Curriculum
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| Title: | Linguistic and Cultural Authenticity of a Chinese Literacy Curriculum |
|---|---|
| Language: | English |
| Authors: | Hsiaomei Tsai, Kathleen A. J. Mohr |
| Source: | Journal of Second Language Acquisition and Teaching. 2025 31:78-97. |
| Availability: | Arizona Board of Regents for the University of Arizona Interdisciplinary Ph.D. Program in Second Language Acquisition and Teaching and University of Arizona Libraries. 1510 East University Boulevard. Tucson, AZ 85721. e-mail: lbry-journals@email.arizona.edu; Web site: https://journals.librarypublishing.arizona.edu/jslat/ |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Mandarin Chinese, Second Language Learning, Textbook Evaluation, Content Analysis, Accuracy, Elementary School Curriculum, Language Usage, Standard Spoken Usage, Cultural Relevance, Syntax, Grade Level Differences, Illustrations, Cultural Education |
| Geographic Terms: | Utah |
| ISSN: | 2689-8195 |
| Abstract: | The reported study highlights the importance of an L2 curriculum integrating authentic linguistic and cultural input to promote learners' linguistic, communicative, and cultural competencies. Through content analysis, the researchers evaluated the linguistic and cultural authenticity of the Grades K-6 "Mandarin Matrix Curriculum" designed for Chinese DLI and Chinese bilingual students across Asia, the UK, and North America. The analyses revealed a high level of linguistic authenticity in coded word usage, word order, and situational representations (>90%). Over 92% of illustrated scenarios and character behaviors were coded as culturally authentic. Notably, overall linguistic and cultural authenticity increases across Grades K-6 books (88%-99%). However, the illustrated settings in K-5 books exhibited lower authenticity (43%-58%), while the newly revised Grade 6 books' rich emphasis on Chinese history was deemed more authentic. These results offer valuable insights into the significance of highly authentic texts with a developmental sequence to support Chinese language learning. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1489481 |
| Database: | ERIC |
| Abstract: | The reported study highlights the importance of an L2 curriculum integrating authentic linguistic and cultural input to promote learners' linguistic, communicative, and cultural competencies. Through content analysis, the researchers evaluated the linguistic and cultural authenticity of the Grades K-6 "Mandarin Matrix Curriculum" designed for Chinese DLI and Chinese bilingual students across Asia, the UK, and North America. The analyses revealed a high level of linguistic authenticity in coded word usage, word order, and situational representations (>90%). Over 92% of illustrated scenarios and character behaviors were coded as culturally authentic. Notably, overall linguistic and cultural authenticity increases across Grades K-6 books (88%-99%). However, the illustrated settings in K-5 books exhibited lower authenticity (43%-58%), while the newly revised Grade 6 books' rich emphasis on Chinese history was deemed more authentic. These results offer valuable insights into the significance of highly authentic texts with a developmental sequence to support Chinese language learning. |
|---|---|
| ISSN: | 2689-8195 |
