Why not learn with children? A model of intercultural and intergenerational learning through Mandarin as a second language in higher education

Abstract

This study develops an intercultural and intergenerational model for teaching Mandarin as a second language, aimed at enhancing international students intercultural communicative competence. Three native Mandarin-speaking kindergarten children in Taiwan, with no English knowledge, participated in a university Mandarin class with international students. They interacted exclusively in Mandarin, engaging in tasks like introductions, surveys, and storytelling. Students later provided community services, reading to Taiwanese kindergarteners in Mandarin. Through action research, including teacher logs, reflections, and interviews, the model was shown to improve students attitudes, interpretation skills, and critical cultural awareness.

本研究以行動研究為基礎，邀請尚無英文程度的三位在台灣以華語為母語的幼童加入大學國際生華語課堂中進行跨文化交流，發展華語文跨文化代間共學的模式，並探討此模式對於國際學生華語文跨文化溝通能力的影響。面對不會說英文的華語母語者，國際生須以華語作為溝通的橋梁與幼童進行互動。學期末，國際生須完成到幼兒園以華語說故事的活動。研究結果顯示，此模式對國際生跨文化溝通能力的影響主要有以下面向：首先，是態度方面，國際生與以華語為母語幼童交流時展現出更為開放的態度與主動性。其次，在技能方面，詮釋與連結的向度中，如因跨文化溝通的不確定性而發生衝突時，國際生表現出自行調節的行為能力。最後，在跨文化批判性意識方面，學生能對自己文化與不同文化進行系統性評估與分析。