About the Chinese Scenarios

The Culture App groups cultural scenarios into modules, representing major themes or Topics, such as “Behavior in Public.” For an interactive overview of the app’s navigation structure, visit the Quickstart Guide within the app. More information on the app structure can be found in the app section of this website.

Through the simulated scenarios in each module, users examine elements of Chinese culture across a range of geographic and situational contexts. The scenarios also challenge the user to think about and discuss methods for responding to everyday situations that one may encounter in China, using cues from the narrative and contextual information provided. Each scenario is preceded by a chart that sets up the context of the situation, followed by the narrative or vignette that presents a story. Each story contains a chain of events which results in a cultural misunderstanding or inappropriate response.

After reviewing the scenario, the user is given several (usually four) options that attempt to provide an explanation as to what went wrong, what action should have taken place, what actions could still be used to improve the situation’s outcome, or what actions to avoid. Each option or judgment task gives the user an opportunity to ponder and then rate their personal agreement with an explanatory statement or possible course of action. These judgment tasks in each scenario, rated by a panel of scholars familiar with Chinese culture and language, provide feedback on the user’s responses. In the feedback, the user sees their own response juxtaposed with a reference range. The reference range represents a “zone of convergence” that members of Chinese-speaking cultures would generally share with regard to each judgment task statement. A small range indicates greater agreement among members of the culture, while a wider range indicates expanded perspectives or a generally wider range of views.

Approaching the Scenarios

Before using the materials, it is important to note that the focus of each situation should not be on finding the “right” or “wrong” answer. Although judgment tasks are rated on a numerical scale indicating acceptability (0 being the least appropriate response and 5 being the most appropriate response), you might also think of this in terms of “more culturally appropriate” or “less culturally appropriate” responses, or even “more constructive” or “less constructive” responses.

Due to the non-binary nature of culture, the judgment tasks and associated ratings are meant to serve as a jumping off point to generate conversation and discussion about varying perspectives. While some situations presented are mostly straightforward, others may not have a clear or precise answer. Some may have multiple methods of approach. It is also useful to take into account additional nuances in the context that may even change the whole outcome or course for dealing with a situation in a culturally appropriate manner. For example, the response to a scenario may depend on several variables, which could alter the way one would handle the situation, such as who is the person performing an action, elements related to time, mode of communication, etc. These, along with many other factors, can all influence the way to successfully manage the outcome of a scenario. By changing even one of these elements, a different result may be the consequence.

By eliminating the focus on finding the “right” or “wrong” answer, these materials aim to generate discussion centered on the implications of each possibility. Culture is subjective in nature, so it is beneficial for the instructor to also weigh in and explain their viewpoint, especially if it is different from the one presented in these materials. In the end, the scenarios are tools to increase pragmatic knowledge, intercultural competence, greater dialogue and overall awareness. Reflecting on the experience, whether it be lived or hypothetical, is essential to strengthen one’s intercultural abilities. To further contextualize the events that have taken place, many scenarios provide a Culture Note and a Language Note (placed before or after a judgment task) as an additional resource, and many also include a Reflection task that can be used for guided discussion and further expansion on the topic in the classroom.

Instructors should consult the Instructor’s Manual and the Pedagogical Guide for further context, including project credits and an updated list of scenarios in the App. For specific ideas for classroom and tutoring contexts-of-use, follow the link to the Pedagogical Guide in the next section of this page.

Acknowledgements

Chinese Flagship Culture Initiative Principal Investigator and Project Director

Yea-Fen Chen, Indiana University

Chinese Flagship Culture Initiative Assistant Director

Tianyu Qin, University of North Georgia

Pedagogy Lead

Stephen Tschudi, University of Hawai‘i

Instructional Technology Lead

Julio Rodríguez, University of Hawai‘i 

Instructional Design Team Leads

Yea-Fen Chen, Indiana University

Charles Egan, San Francisco State University

Tianyu Qin, University of North Georgia

Madeline Spring, University of Hawai‘i 

Assessment Leads

Jianhua Bai, Kenyon College

Zhuo Jing-Schmidt, University of Oregon

Assessment Expert

Mindy King, Limelight Analytics

Project Coordinators

Neeli Kasdorf

Drew Kunard 

Content Development and Testing

Yingling Bao, Indiana University

Xiaoying Liles, Indiana University

Tiao-Guan Huang, DePauw University 

Ying-Ju Chen, Chinese Flagship Capstone Year Program, Taipei

Yu-Ting Jian, Indiana University

Yu-Ting Tseng, Indiana University

Yi Chun Kuo, Indiana University

Yu-Chi Tong, Indiana University

Project Consultants

Der-lin Chao, Hunter College, CUNY

Ming-Ying Li, Hunter College, CUNY

Yuhshi Lee, Wenzao Ursuline University of Languages

Data and Content Entry

Stephen Tschudi, University of Hawaiʻi

Tian Wang, University of Hawaiʻi

Images and Graphic Design

Julio C. Rodriguez, University of Hawaiʻi 

Pedagogical Consultation and Review

Shuai Li, Georgia State University

Feng Xiao, Pomona College

The Chinese Flagship Culture Initiative is supported under grant funding to Indiana University from the Institute of International Education (IIE), acting as the administrative agent of the National Security Education Program (NSEP), Defense Language and National Security Education Office (DLNSEO) for The Language Flagship.

The Language Flagship is a national initiative to change the way Americans learn languages through a groundbreaking approach to language education through a network of programs at institutions of higher education across the United States. The Language Flagship graduates students who will take their place among the next generation of global professionals, commanding a superior level of proficiency in one of ten languages critical to U.S. national security and economic competitiveness.

This website has been developed and is maintained by The Language Flagship Technology Innovation Center. The content of this website and of the Culture App do not necessarily reflect the position of policy of the U.S. government. No official government endorsement should be inferred.