Construction of the Cultural "Third Space": A Practical Exploration of Dramatic Method of Teaching in Intercultural Understanding in High School English
Abstract
In the context of globalization and new curriculum reforms, high school English intercultural education often encounters issues such
as knowledge indoctrination, low student engagement, and cultural stereotyping. Guided by Bhabha's "Third Space" theory, this study explores how dramatic method of teaching can create a negotiated cultural space. Through dynamic "liminal situations" and drama-based strategies, students are encouraged to move beyond cultural binaries and develop critical intercultural understanding via hybrid identities and meaning negotiation. "Context Creation - Exploration&Negotiation - In-depth Reflection - Connection&Transfer", this four-stage teaching model is
proposed to enhance learners' intercultural competence across cognitive, affective, and behavioral dimensions.
as knowledge indoctrination, low student engagement, and cultural stereotyping. Guided by Bhabha's "Third Space" theory, this study explores how dramatic method of teaching can create a negotiated cultural space. Through dynamic "liminal situations" and drama-based strategies, students are encouraged to move beyond cultural binaries and develop critical intercultural understanding via hybrid identities and meaning negotiation. "Context Creation - Exploration&Negotiation - In-depth Reflection - Connection&Transfer", this four-stage teaching model is
proposed to enhance learners' intercultural competence across cognitive, affective, and behavioral dimensions.
Keywords
Intercultural Understanding; Dramatic Method of Teaching; "Third Space"; High School English
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DOI: http://dx.doi.org/10.70711/wef.v3i7.8530
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