Probable sleep bruxism in children in the mixed dentition stage: prevalence and association with the risk for obstructive sleep apnea-a cross-sectional study.

Chinese characters are a core component of the Chinese language and one of the oldest scripts in the world, which is an important carrier and distinctive symbol of Chinese culture. The unique nature of Chinese characters with orthographic, phonetic, semantic, and grammatical information makes it impossible to replace them with the phonetic system alone (). Moreover, it carries rich cultural connotations with its unique ideographic system and complex structure (). Chinese character learning is crucial in Chinese language education. Especially in the low grade, which is a critical stage of language development, and the development of literacy skills has a crucial impact on reading comprehension, writing skills, and overall subject performance (), making Chinese character instruction essential in primary education. Literacy approaches are a series of strategies to enhance learners' literacy skills, which focus on the memorization and recognition of characters' phonetics, orthographic features, and structures (). Common approaches in Chinese character instruction include the phonetic approach, orthographic approach, contextual approach, component-based approach, and etymological approach (; ). The etymological approach is the rationale for character construction, by linking the orthographic, phonetics, and semantics of a character (). However, its practical application often emphasizes character orthographic forms while neglecting cultural aspects, leading to superficial understanding and preventing students from fully grasping their cultural connotations (). Other common traditional approaches, such as Traditional Stroke-by-Stroke Approach to Teaching Chinese Characters (TSSA-TCC), emphasize stroke-order learning and repeated handwriting practice (). Such approaches reinforce basic literacy but make writing practice boring and less effective (). It may fail to develop deeper cultural insights and identities or to help students understand the wider meanings of linguistic symbols within a particular cultural framework (). Language and culture are inseparable and complementary to each other. Culture is the context and carrier of language, at the same time, language can reflect and contribute to the formation of culture (). Together, they construct the framework for human communication and cognition. Therefore, cultural learning is an integral part of language acquisition (). ) highlight that cultural understanding is a core component of language learning, which can enhance students' cultural literacy and language proficiency through effective teaching approaches. Moreover, the ) has proposed in its latest policy report that students should be guided to understand the historical and cultural values of Chinese characters while developing their character writing skills, to establish a sense of cultural identity. This policy confirms the importance attached by academics to the integration of language and culture in education. Therefore, beyond mastering linguistic symbols, learners need to develop a deeper understanding of culture (). Therefore, there is a need to incorporate cultural elements into literacy education to develop students' language comprehension. In recent years, researchers have proposed integrating cultural elements into literacy instruction, for example, by telling the origin and cultural background of words to enhance students' dual knowledge of language and culture (; ). According to ), integrating cultural contexts helps students establish meaningful connections and adopt an identity-centered approach to literacy that can improve literacy skills, learning motivation, and classroom engagement. However, traditional approaches may not adequately address this issue. ) found that integrating local cultures into the learning of the mother tongue helped in better understanding and retention of vocabulary and concepts, fostered students' pride in their own identities and sense of cultural identity, and strengthened their motivation to learn. ) argue that the origin, development, and stories of Chinese characters should be explained based on an etymological approach, especially pictographic characters.