From knowing what to knowing why: a liberal arts education approach in a Chinese language classroom

Abstract

In 2014, Kinoshita and Zhang called for a reconceptualization of foreign language teaching that advocates a "liberal arts" approach emphasizing the intellectual development beyond language facility. This paper is a reflection of a pedagogical practice that embraces this approach. The paper gives a detailed presentation and exposition of the design of a course that aims to promote a balanced and nuanced critical understanding of the target language country - China. The paper describes and discusses a suite of activities that engage pre-advanced students of L2 Chinese through in-depth contact with ideas and objects related to China, and the "why" of its contemporary issues.