Culture-Based and Values-Oriented Language Instruction: A Proposal for Consideration

  • Kaycheng Soh


I would like to begin this proposal with two quotes from Prof. Stephen Krashen:In these quotes, I have highlighted first meaningful interaction and next comprehensible input. I would also like to take the liberty, if Prof. Krashen does not mind, to expand interaction to include bilingual interaction and input to include not only linguistic input but also substantive input, that is, content.


  1. Brake, T. (2017, Oct 4). Surface and deep culture differences. Country Navigator. Retrieved from
  2. Cao, Y., & God, P. H. (2017). A study on the content of Chinese traditional culture in Singapore primary textbooks from 1986 to 2009. Journal of Chinese Language Education, 15(1), 1–14. (In Chinese).Google Scholar
  3. Chen, L. H., & Zhan, Y. M. (2014). Application of language strategies to culture-based language instruction. Studies in Literature and Language, 9(1), 57–61. 10.39684153.Google Scholar
  4. Doganay, Y., & Yeergaliyeva, A. M. (2013). The impact of cultural based activities in foreign language teaching at intermediate (B1) level. Procedia - Social and Behavioral Sciences, 89, 7334–7740.CrossRefGoogle Scholar
  5. Gonzales, J. M. (1974). A developmental and sociological rationales for culture-based curriculum and cultural context teaching in the early instruction of Mexican-American children. Unpublished doctoral dissertation, University of Massachusetts, Amherst, USA.Google Scholar
  6. Goode, T., Sockalingam, S., Brown, M., & Jones, W. A. (2000). A planners’ guide, infusing principles, content and themes related to cultural and linguistic competence into meeting and conferences. Washington, D.C.: Georgetown University Centre for Child and Human Development, National Centre for Cultural Competence.Google Scholar
  7. Kramsch, C. (2013). Culture in foreign language teaching. Iranian Journal of Language Teaching Research, 1(1), 57–78.Google Scholar
  8. Ministry of Education. (2014). 2015 syllabus Chinese language primary. Singapore: Curriculum Planning & Development Division, Ministry of Education.Google Scholar
  9. Ng, T. C. (2015). Spanning over thirty years: The design framework of Singapore primary school Chinese language texts and the systemic change. In C. L. Tan (Ed.), In-depth teaching: Teaching practices and reflections of Chinese language master teachers in Singapore. Taipei: WanJuanLou Books Co., Ltd. (In Chinese).Google Scholar
  10. Omer, K., & Ali, D. (2011). The effect of cultural integrated language courses on language education. US-China Education Review, 8(3), 257–263.Google Scholar
  11. Soh, K. (2016). Teaching Chinese culture in Singapore schools. In K. Soh (Ed.), Teaching Chinese language in Singapore schools: Retrospect and challenges. Singapore: Springer.CrossRefGoogle Scholar
  12. Verkuyten, M., & Thijs, J. (2013). Multicultural education and inter-ethnic attitudes: An intergroup perspective. European Psychologist, 18(3), 179–190. Scholar
  13. Wu, Y.-J. (2011). Comparing the cultural contents of mandarin reading textbooks in China, Hong Kong, Singapore, and Taiwan. Journal of International Cooperation in Education, 14(2), 67–81.Google Scholar

Copyright information

© Springer Nature Singapore Pte Ltd. 2020

Authors and Affiliations

  • Kaycheng Soh
    • 1
  1. 1.Singapore Centre for Chinese LanguageNanyang Technological UniversitySingaporeSingapore

Personalised recommendations