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Author: Jane Woodin
Publisher: Routledge
ISBN: 1317277260
Category : Language Arts & Disciplines
Languages : en
Pages : 185
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Book Description
This book opens up new lines of debate in language learning and intercultural communication through an investigation of tandem language learning (a method of language learning based on mutual language exchange between native speakers and learners of each other’s language) in connection with intercultural learning and identity construction. Through an empirical study of face-to-face tandem conversations, Jane Woodin provides compelling evidence for the re-definition of the tandem partnership beyond the traditional native speaker–non-native speaker (NS-NNS) paradigm. By analyzing conversation shapes, learner identification of self and other and interactants’ own focus on culture, this book reveals how interactants themselves address the complexities of language, learning, ownership and meaning. The book also questions the prevalence of models of intercultural competence which describe the competence of the individual, with little recognition of the role of the relationship or interaction. Woodin considers the broader applicability of the tandem framework of autonomy and reciprocity, and suggests new directions for further research on tandem learning.
Author: Jane Woodin
Publisher: Routledge
ISBN: 1317277260
Category : Language Arts & Disciplines
Languages : en
Pages : 185
Get Book Here
Book Description
This book opens up new lines of debate in language learning and intercultural communication through an investigation of tandem language learning (a method of language learning based on mutual language exchange between native speakers and learners of each other’s language) in connection with intercultural learning and identity construction. Through an empirical study of face-to-face tandem conversations, Jane Woodin provides compelling evidence for the re-definition of the tandem partnership beyond the traditional native speaker–non-native speaker (NS-NNS) paradigm. By analyzing conversation shapes, learner identification of self and other and interactants’ own focus on culture, this book reveals how interactants themselves address the complexities of language, learning, ownership and meaning. The book also questions the prevalence of models of intercultural competence which describe the competence of the individual, with little recognition of the role of the relationship or interaction. Woodin considers the broader applicability of the tandem framework of autonomy and reciprocity, and suggests new directions for further research on tandem learning.
Author: Eva Alcon Soler
Publisher: Springer Science & Business Media
ISBN: 1402056397
Category : Language Arts & Disciplines
Languages : en
Pages : 287
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Book Description
Eva Alcón Soler Maria Pilar Safont Jordà Universitat Jaume I, Spain The main purpose of the present book is to broaden the scope of research on the development of intercultural communicative competence. Bearing this purpose in mind, English learners are considered as intercultural speakers who share their interest for engaging in real life communication. According to Byram and Fleming (1998), the intercultural speaker is someone with knowledge of one or more cultures and social identities, and who enjoys discovering and maintaining relationships with people from other cultural backgrounds, although s/he has not been formally trained for that purpose. Besides, possessing knowledge of at least two cultures is the case of many learners in bilingual or multilingual communities. In these contexts, the objective of language learning should then focus on developing intercultural competence, which in turn may involve promoting language diversity while encouraging English as both a means and an end of instruction (see Alcón, this volume). This is the idea underlying the volume, which further sustains Kramsch’s argument (1998) against the native/ non-native dichotomy. Following that author, we also believe that in a multilingual world where learners may belong to more than one speech community, their main goal is not to become a native speaker of English, but to use this language as a tool for interaction among many other languages and cultures.
Author: Erin Kearney
Publisher: Multilingual Matters
ISBN: 1783094672
Category : Language Arts & Disciplines
Languages : en
Pages : 209
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Book Description
Many educators aim to engage students in deeply meaningful learning in the language classroom, often facing challenges to connect the students with the culture of the language they are learning. This book aims to demonstrate that substantial intercultural learning can and does occur in the modern language classroom, and explores the features of the classroom that support meaningful culture-in-language-learning. The author argues that transformative modern language education is intimately tied to a view of language learning as an engagement in meaning-making activity, or semiotic practice. The empirical evidence presented is analyzed and then linked to both the theorizing of culture-in-language-teaching and to practical concerns of teaching.
Author: Barbara Geraghty
Publisher: Bloomsbury Publishing
ISBN: 1472585135
Category : Language Arts & Disciplines
Languages : en
Pages : 253
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Book Description
At the heart of this volume lies an exploration of what actually happens to languages and their users when cultures come into contact. What actions do supra-national institutions, nation states, communities and individuals take in response to questions raised by the increasingly diverse forms of migration experienced in a globalized world? The volume reveals the profound impact that decisions made at national and international level can have on the lives of the individual migrant, language student, or speech community. Equally, it evaluates the broader ramifications of actions taken by migrant communities and individual language learners around issues of language learning, language maintenance and intercultural contact. Reflecting Jan Blommaert's assertion that in a world shaped by globalization, what is needed is 'a theory of language in society... of changing language in a changing society', this volume argues that researchers must increasingly seek diverse methodological approaches if they are to do justice to the diversity of experience and response they encounter.
Author: Troy McConachy
Publisher: Channel View Publications
ISBN: 1800412622
Category : Social Science
Languages : en
Pages : 513
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Book Description
This book provides a contemporary and critical examination of the theoretical and pedagogical impact of Michael Byram’s pioneering work on intercultural communicative competence and intercultural citizenship within the field of language education and beyond. The chapters address important theoretical and empirical work on the teaching, learning, and assessment of intercultural learning, and highlight how individual language educators and communities of practice enact intercultural learning in locally appropriate ways. The book offers comprehensive, up-to-date and accessible knowledge for researchers, teachers, teacher-trainers and students.
Author: H. Spencer-Oatey
Publisher: Springer
ISBN: 0230244513
Category : Language Arts & Disciplines
Languages : en
Pages : 378
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Book Description
Written in a highly accessible style and in four parts, this book provides rapid and authoritative access to current ideas and practice in intercultural communication. It draws on concepts and findings from a range of different disciplines and uses authentic examples of intercultural interaction to illustrate points.
Author: Darren LaScotte
Publisher: University of Michigan Press
ISBN: 0472038567
Category : Education
Languages : en
Pages : 169
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Book Description
Although traditional ESL/EFL textbooks have primarily introduced cultural topics at a knowledge level only, this textbook is designed to create meaningful opportunities for students to reflect on and practice intercultural skills in ways that are relatable in their daily lives and that can lead to a more satisfying US academic experience.
Author: Peter Jones
Publisher: UTS ePRESS
ISBN: 0994503997
Category : Social Science
Languages : en
Pages : 51
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Book Description
The ability to recognise and understand your own cultural context is a prerequisite to understanding and interacting with people from different cultural backgrounds. An intercultural learning approach encourages us to develop an understanding of culture and cultural difference, through reflecting on our own context and experience.
Author: Melinda Dooly
Publisher: Peter Lang
ISBN: 9783039115235
Category : Computers
Languages : en
Pages : 200
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Book Description
This guidebook brings together the knowledge, insight and experience gained by the participants of an international telecollaborative language learning project entitled Moderating Intercultural Collaboration and Language Learning (MICaLL). Telecollaboration is understood here as a shared teaching and learning experience between distanced partners that is facilitated through the use of Internet technology; an area of growing interest for many teachers. The book first provides a theoretical outline of suitable pedagogical practices for this type of joint effort and then moves into the more practical aspects of designing, setting up, implementing and evaluating telecollaborative projects. The guidebook considers relevant questions and issues which often come up when teachers without previous experience in telecollaboration undertake this type of enterprise. Through the realistic advice and practical examples provided, the reader will be motivated to engage in telecollaborative language learning projects with their own pupils.
Author: Troy McConachy
Publisher: Multilingual Matters
ISBN: 1783099348
Category : Language Arts & Disciplines
Languages : en
Pages : 171
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Book Description
Many language teachers recognise the importance of integrating intercultural learning into language learning, but how this can be best achieved is not always apparent. This is particularly the case in foreign language learning contexts where teachers are working with a prescribed textbook and opportunities to use the language outside the classroom are limited. This book argues that teachers can work creatively with conventional resources and utilise classroom experiences in order to help learners interpret aspects of communication in insightful ways and develop awareness of the influence of cultural assumptions and values on language use. The book provides extensive analysis of a range of classroom interactions to demonstrate how teachers and learners can work together to construct opportunities for intercultural learning through reflection on pragmatics.
