“How to Utilize the Theory of Third Place (Kramsch 1993) in Chinese Language Classroom at APU.”
Abstract
Abstract
This research explores how the concept of third place (Kramsch 1993) can be integrated into the Chinese language classroom to encourage students to deepen their understanding of China and become more motivated to learn the Chinese language. Huang (1998) indicates that the complicated relationship between micro-history and macro-history is much like the yin and the yang. Hung (2014) also explains the importance of analyzing a relationship between micro-history (yin) and macro-history (yang) because they cannot exist independently. According to Morris-Suzuki (2012), it is important to have both top-down and bottom-up views to understand “history”. We can see history from a top-down point of view, which is often described in newspapers and textbooks, as the “official” history. However, a bottom-up view of history can be gained through personal memoirs and experiences as well as family stories. By putting top-down knowledge and bottom-up experiences together, people find a “third place” (Kramsch, 1993) of understanding culture and history.
This research explores how the concept of third place (Kramsch 1993) can be integrated into the Chinese language classroom to encourage students to deepen their understanding of China and become more motivated to learn the Chinese language. Huang (1998) indicates that the complicated relationship between micro-history and macro-history is much like the yin and the yang. Hung (2014) also explains the importance of analyzing a relationship between micro-history (yin) and macro-history (yang) because they cannot exist independently. According to Morris-Suzuki (2012), it is important to have both top-down and bottom-up views to understand “history”. We can see history from a top-down point of view, which is often described in newspapers and textbooks, as the “official” history. However, a bottom-up view of history can be gained through personal memoirs and experiences as well as family stories. By putting top-down knowledge and bottom-up experiences together, people find a “third place” (Kramsch, 1993) of understanding culture and history.
In my classes, students share their bottom-up stories using movies and songs while considering the top-down knowledge provided by the textbook. Their bottom-up stories create dynamic interaction among the participants (both teacher and students) in the classroom and these interactions potentially help students construct a third place.
In my classes, students share their bottom-up stories using movies and songs while considering the top-down knowledge provided by the textbook. Their bottom-up stories create dynamic interaction among the participants (both teacher and students) in the classroom and these interactions potentially help students construct a third place.