Socio-Cultural Factors Affecting How Africans Interpret Instructional Materials and Chinese as a Foreign Language

Abstract

Purpose: The purpose of this study is to determine the influence of socio-cultural differences in the interpretation of Chinese Language Instructional Materials (CLIM) by African students. Methodology: The paper used a desk study review methodology where relevant empirical literature was reviewed to identify main themes and to extract knowledge gaps. Conclusion: The study concluded that there are adequate Chinese language instructional materials at Stellenbosch University but they contain culturally unfamiliar elements for the African learners. In addition, many textbooks for foreign languages include cultural references that are foreign to their students. Because of the cultural differences, the information presented in the course materials is less easily understood. Students at Stellenbosch can be said to have an optimistic outlook on Chinese in general Unique Contribution to Theory, Practice and Policy: The study recommended that the introductory topics in the Chinese language curriculum emphasize more on teaching of the Chinese culture. Also, efforts should be made to localize the learning resources for a more effective teaching of the language. The Chinese language curriculum could place greater emphasis on helping African students gain an appreciation for Chinese culture in its foundational or introductory materials. CFL course requirements in universities should also be examined in light of the foregoing