Cross-Cultural Pedagogy of Chinese Sachet Culture in Thai Primary Schools: A Case Study of Bamrungwittaya School

Abstract

Within the Belt and Road Initiative’s educational cooperation framework, the international dissemination of intangible cultural heritage necessitates adaptation to host-country cultural contexts. This study aims to provide reference for teaching Chinese intangible cultural heritage within Southeast Asian Chinese language education. Bamrungwittaya Schoolintegrates Chinese language education across all primary education stages (K-9). In2025, our school have 13 Chinese language teachers, including 8 Thai teachers and 5 Chinese teachers. The author implemented teaching practices for primary school students in grades 1 and 2, adopting a collaborative division of responsibilities with Thai local educators. This study employs action research methodology to explore cross-cultural pedagogical approaches for Chinese sachet culture, focusing on primary Grades 1-2 students at Bamrungwittaya School in Thailand during the Duanwu Festival. Building upon Byram’s Model of Intercultural Communicative Competence, the research establishes a three-dimensional teaching objective framework encompassing cognition, skills, and affect. Subsequently, a localized instructional design is developed. Practical implementation demonstrates that tangible cultural artifacts combined with multi-sensory experiences effectively reduce culturaldistance. By creating sachets integrating Sino-Thai elements, students cultivateinterest in and appreciation for traditional Chinese culture.