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ERIC Number: EJ1001526
Record Type: Journal
Publication Date: 2012
Pages: 6
Abstractor: ERIC
Reference Count: 41
ISSN: ISSN-1068-3844
Students Learn about Chinese Culture through the Folktale "Yeh-Shen": Emphasizing Figurative Language Interpretation
Palmer, Barbara C.; Sun, Lingzhi; Leclere, Judith T.
Multicultural Education, v19 n2 p49-54 Win 2012
This article will analyze the figurative language that reflects Chinese traditional society and culture in "Yeh-Shen." The authors will consider both the figures of speech and the figures of thought (to include symbolism) that provide insight into an understanding of the Chinese culture through a reading of "Yeh-Shen." This analysis can be used by teachers to increase students' cultural awareness and authentic understanding of figurative language, thus developing intercultural competence. The intention of the article is: (1) To identify and categorize the figurative language and symbolism in "Yeh-Shen"; (2) To encourage students and teachers to reflect on socio-cultural elements in the story through an analysis of the figurative language, thus acquiring a deeper understanding of Chinese traditional society and culture; and (3) To examine traditional Chinese symbolism and figurative thought in order to better understand Chinese customs, beliefs, social values, and ways of thinking, thus developing both students' and teacher's intercultural understanding (and to provide some instructional ideas for the use of "Yeh-Shen" as a bridge to cultural understanding for students through the grades). (Contains 2 tables.)
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A