Teaching and Learning Culture: Negotiating the Context -- TABLE OF CONTENTS -- FOREWORD: Learning and Teaching Culture Beyond Fantasies? -- Culture Language and Teaching: Towards a New Agenda? -- REFERENCES -- 1. THE POWER OF CONTEXT IN TEACHING AND LEARNING CULTURE -- INTRODUCTION -- THREE DIFFERENT VIEWS ON GLOBALIZATION OF CULTURE -- Globalization -- One Big Family -- Two Worlds: Us and Them -- Cultural Transmission Is a Bidirectional Process -- Question 1: Am I a hyper-globalizer, localizer or - maybe - a glocalizer? -- VIEWS ON CULTURE -- Like Pearls on a String … -- Culture as Negotiated Co-constructions -- Question 2: Do I subscribe to a descriptive or a complex view of culture? -- APPROACHES TO TEACHING AND LEARNING OF CULTURE -- An Informational Approach -- A Constructivist Approach -- Question 3: What approach to teaching and learning of culture should I use? -- THE TEACHER-STUDENT RELATIONSHIP -- The Teacher-Student Relationship -- Mismatches between Teacher and Student Expectations and Behavior -- Question 4: What roles should the ideal teacher and student play in class? -- A SUPPORTIVE LEARNING ENVIRONMENT -- Many Different Proposals -- Question 5: What constitutes a supportive learning environment and how do I contribute to it? -- IN CLOSING -- REFERENCES -- 2. FILLING UP A "CHINA -BOX ": How Task-Based Problem-Based Learning Can Be Applied to Teaching in Chinese Culture -- INTRODUCTION -- CONCEPTS OF CULTURE -- Origin and Development of the Concepts of Culture -- The Descriptive and Complex Concepts of Culture -- A CONSTRUCTIVIST , PROCESS-ORIENTED, TRANSFORMATIONAL APPROACH -- A Task-Based PBL Approach to Chinese Teaching and Learning -- AN ANALYSIS OF TWO TEACHING RESOURCES FOR TEACHING CHINESE CULTURE -- Culture -- Teaching and Learning -- Teaching Material 1: The Stationary Kit of Confucius Institute.

Teaching Material 2: The Tea Brewing Set from the Tea Culture … Association -- The Need to Work Out New Teaching Material on Chinese Culture -- A TASK-BASED PBL APPROACH TO TEACHING IN CHINESE CULTURE -- Example Task: Filling Up the "China -box " -- Task Structure -- 1. Who Uses Chopsticks? -- 2. How Are Chopsticks Used? -- 3. When Are Chopsticks Used? -- DISCUSSION -- CONCLUSION -- REFERENCES -- Teaching Materials Analyzed in the Study -- 3. LEARNING FROM DESIGNING AND ORGANIZING AN INTERCULTURAL STUDENT EXCHANGE PROGRAM -- INTRODUCTION -- THE STUDENT EXCHANGE PROGRAM -- LEARNING FROM REFLECTION -- THEORETICAL CONSIDERATIONS ON LEARNING AND CULTURE FOR THE DESIGN OF THE EXCHANGE PROGRAM -- Culture -- Learning - Constructivism and Situated Learning -- Designing a Reflective Intercultural Community of Practice for Culture Learning -- ORGANIZING AND CONDUCTING THE EXCHANGE PROGRAM -- Let Us Go Ice Skating -- Workshops -- EVALUATING THE PROGRAM -- OUTCOME -- Limitations -- Future Exchange Program Designs -- CONCLUSION -- NOTES -- REFERENCES -- 4. A PBL-INSPIRED METHOD FOR FACILITATING CULTURE LEARNING -- INTRODUCTION -- A PBL INSPIRED APPROACH TO CULTURE TEACHING AND LEARNING -- Understanding Culture -- Culture Teaching and Learning Approaches -- A PBL Approach to Learning -- A PBL-inspired Approach for Culture Learning -- RESEARCH METHODOLOGY -- THE CASE: A PBL-INSPIRED TEACHING DESIGN IN A CHINESE CULTURE COURSE -- Course Background -- Course Delivery -- Course Evaluation and Reflection -- CONCLUSION -- NOTES -- REFERENCES -- 5. DANISH STUDENTS' PERCEPTIONS OF TASK-BASED TEACHING IN CHINESE -- INTRODUCTION -- REVIEW OF RESEARCH ON STUDENTS' PERCEPTIONS -- Students' Evaluation of Learning Activities -- Students' Perceptions of Learning Outcomes -- Students' Attitudes toward Language Learning.

Mismatches between Students' Perceptions and Teaches' Intentions -- USE OF LANGUAGE TASKS IN VARIOUS CLASSROOM CONTEXTS -- THE CONTEXT OF THIS STUDY -- The Concept of Perception and the Definition of Language Tasks in this Study -- Research Context -- Teaching Materials -- METHOD -- Participants -- Data Collection -- FINDINGS -- Students' Evaluation of Learning Activities -- Students' Perceptions of Learning Outcomes -- Students' Attitudes Toward Language Learning -- Mismatches between Students' Perceptions and Teachers' Intentions -- DISCUSSION -- CONCLUSION -- APPENDIX A -- APPENDIX B -- REFERENCES -- 6. CONFRONTING CULTURAL CHALLENGES WHEN RECONSTRUCTING THE TEACHER-STUDENT RELATIONSHIP IN A CHINESE CONTEXT -- DIFFICULTIES IN MAKING AN EDUCATIONAL TRANSFORMATION -- REQUIREMENTS FOR THE TEACHER -- Ethical Model -- Parental Role -- THE IMPACT OF TRADITION ON CURRENT EDUCATIONAL PRACTICES IN CHINA -- CHALLENGES FOR TRANSFORMING THE TEACHER-STUDENT RELATIONSHIP -- WHAT WE LOSE -- CONCLUSION -- REFERENCES -- 7. CULTURAL INFLUENCES ON CHINESE LANGUAGE TEACHERS' PERCEPTIONS AND BELIEFS IN A DANISH CONTEXT -- INTRODUCTION -- THEORETICAL FRAMEWORK -- Understanding the Complexity of Teachers' Beliefs -- Teachers' Beliefs in the Language Teaching Field -- Teachers' Belief Orientations -- Educational Cultures -- METHODOLOGY -- Research Methods -- Participants and Context -- Data Collection and Analysis -- FINDINGS -- Teachers' Perceptions of Students' Characteristics: "Critical" Danish Students versus "Obedient" Chinese Students -- Teachers' Perceptions and Beliefs Regarding Teaching Methods and Practice -- Perceptions of Teaching Methods: "Chinese Ways of Teaching" versus "Danish Ways of Teaching" -- Beliefs on Teaching Methods: A Combination of "Chinese" and "Danish" Ways of Teaching -- DISCUSSION.

Teachers' Perceptions and Beliefs Regarding Student Characteristics and Teaching Methods -- Cultural Influence on Teachers' Perceptions and Beliefs -- Development of Teachers' Beliefs Due to Cultural Influence -- CONCLUSION -- NOTE -- REFERENCES -- 8. PROFESSIONAL IDENTITY CONSTRUCTION OF NON-NATIVE CHINESE LANGUAGE TEACHERS -- INTRODUCTION -- THREE CONCEPTS INFLUENCING TEACHER IDENTITY -- THE CONCEPT OF IDENTITY -- METHODOLOGY -- Participants -- Process of Data Production -- FINDINGS -- Experiences of Border-crossing -- Reflection on the Applicability of 'Chinese' Pedagogy in a Danish Context -- Self-Positioning in Relation to Teaching Practice -- OBSERVATION DATA - EPISODE -- Episode -- Coherence and Interplay between Observation and Interview Data -- DISCUSSION -- CONCLUSION -- NOTES -- REFERENCES -- 9. PLAYFUL LEARNING CULTURE IN THE MUSEUM: MicroCulture and Guided Tour Practice -- INTRODUCTION -- RELATED WORK: FRAMING MUSEUM LEARNING CULTURE -- GUIDED TOURS AND DISCOURSE IN HISTORICAL MUSEUMS -- Challenges in Museum Learning Practice -- A PLAYFUL LEARNING SCENARIO FOR MUSEUMS -- The Design of MicroCulture -- DISCUSSION -- Implications -- CONCLUSION -- NOTES -- REFERENCES -- 10. "LEARNING, WHEN YOU ARE NOT LEARNING": Artistic, Scientific, Professional, and Political Culture at Leading Universities in Britain, France, USA, and China -- INTRODUCTION -- METHODOLOGY : STRUCTURED, FOCUSED COMPARISON, AUTOETHNOGRAPHY AND NARRATIVES -- THE BASELINE: CONTINENTAL EUROPEAN AND NORDIC UNIVERSITIES FOCUS ON RESEARCH AND TEACHING -- COLLEGE LIFE AT THE UNIVERSITY OF CAMBRIDGE (BERTELSEN) -- THE CITÉ INTERNATIONALE UNIVERSITAIRE DE PARIS (BERTELSEN) -- Summing Up Cambridge and CIUP: The Power of History and of Eating Together -- UNDERGRADUATE LEARNING AT HARVARD COLLEGE (SOLINAP -- Freshman Year -- Upperclassmen -- A Week at Harvard College as a Senior.

Harvard Undergraduate Conclusion -- MY EXPERIENCE IN TSINGHUA UNIVERSITY AND HARVARD UNIVERSITY (DAI) -- Tsinghua Conclusion: Rapid Development of Chinese International Relations -- CONCLUSION: "LEARNING, WHEN YOU ARE NOT LEARNING"-EXCELLENCE AND OUTREACH AT THE UNIVERSITY -- NOTES -- REFERENCES -- 11. CONTEXT AS THREAT OR OPPORTUNITY: The Contribution of Context to Teaching & Learning of Culture -- INTRODUCTION -- Context as Threat -- Context as Opportunity -- WHAT SHOULD BE DONE NEXT? -- The Need to Explore How Context May Contribute to Teaching and Learning of Culture -- FIVE REMAINING CHALLENGES -- Challenge One: Context as Opportunity , not as Threat -- Challenge Two: Helping Teachers Cooperate More -- Challenge Three: Examinations that Fit an Interdisciplinary Approach -- Challenge Four: A Need to Create an Informal Learning Environment -- Challenge Five: Make Teachers Feel Ownership of a Study Program, Not Only a Subject -- IN CLOSING -- NOTE -- REFERENCES -- NOTES ON CONTRIBUTORS -- INDEX.