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A Comparative Study on the Cultural Identity of the Chinese Language Teachers and Chinese-Americans in Taiwan
Overseas Chinese Students
Chinese Language Teacher
This research focuses on studying cultural identity from the perspectives of Chinese-Americans and Taiwanese Chinese teachers. Moreover, this study would like to deeply investigate the culture shock experienced by both teachers and students, and to concentrate on reflection upon the phenomena offered from both sides. By using qualitative research methods to observe the local Chinese teachers and Chinese-American students, this study found cultural dimensions belonging to the foreign Chinese that are not clear to the teachers. By pointing out differences, the study helps teachers to understand cultural differences that exist between their own view of the situation and the reality as it is felt by the students; also, students will be able to understand the different views held by their teachers, and they will realize that these views arise from differences in culture, environment and education. After observations were made, sorting and analysis took place. Conclusions were made upon the following: (1) Construction of cultural identity from perspectives of both Taiwanese Chinese teachers and Chinese-Americans students. (2) Crucial factors that influence communication between teachers and students due to different life experiences. (3) A juncture that was reached, and led to re-consideration of one’s own cultural identity. (4) Relate results of all earlier research to the current Chinese teaching and training situation in Taiwan. For example, firstly, Chinese teachers shall lead students to recognize the differences between Western and Eastern culture. Secondly, a more tolerant teaching environment for different cultures and race will be encouraged. The subjective view of local Chinese teachers, based upon the local social atmosphere, may lead to a stereotyped image of their foreign students. The stereotyped image may also cause negative influences upon the foreign students’ cultural identity. In order to advance cross-culture learning, this study would like to encourage Chinese teachers to accept with a tolerant attitude different national cultures.
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