Utilizing the cultural triangle of the three Ps (Product, Practice and Perspective) proposed in the "Standards for Foreign Language Learning: Preparing for the 21st Century", this study aims to examine the effectiveness of this framework to help students uncover Chinese Cultural perspectives and increase their awareness of cultural differences through comparison between local and foreign cultures. The study involves a class of 29 Secondary One high-ability learners in Raffles Girls School (Secondary). Students used the Cultural 3P Model to identify the products and practices, and uncover the perspectives in three different Chinese cultural settings. Through comparison across different cultural contexts, students also identify similarities and differences, and in the process foster the spirit of multiculturalism. The study finds that given the 3P Cultural Model, students have the ability to uncover cultural perspective without direct intervention by the teacher. Providing students space and autonomy to explore their cultural roots also led to greater interest and initiative in cultural learning. This study also showed that infusing culture in language teaching using this Model increased students' awareness of cultural differences. Such discussions bring relevance and authenticity in language lessons, as students embark on a journey of uncovering self-identity through culture, which also in turn fosters greater interest in language learning. Educators who are looking to infuse cultural awareness in their lessons might find this study useful. This paper will be presented in Mandarin.
Utilizing the cultural triangle of the three Ps (Product, Practice and Perspective) proposed in the "Standards for Foreign Language Learning: Preparing for the 21st Century", this study aims to examine the effectiveness of this framework to help students uncover Chinese Cultural perspectives and increase their awareness of cultural differences through comparison between local and foreign cultures. The study involves a class of 29 Secondary One high-ability learners in Raffles Girls School (Secondary). Students used the Cultural 3P Model to identify the products and practices, and uncover the perspectives in three different Chinese cultural settings. Through comparison across different cultural contexts, students also identify similarities and differences, and in the process foster the spirit of multiculturalism. The study finds that given the 3P Cultural Model, students have the ability to uncover cultural perspective without direct intervention by the teacher. Providing students space and autonomy to explore their cultural roots also led to greater interest and initiative in cultural learning. This study also showed that infusing culture in language teaching using this Model increased students' awareness of cultural differences. Such discussions bring relevance and authenticity in language lessons, as students embark on a journey of uncovering self-identity through culture, which also in turn fosters greater interest in language learning. Educators who are looking to infuse cultural awareness in their lessons might find this study useful. This paper will be presented in Mandarin.
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