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Intercultural Language Teaching and Learning

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Beschreibung

Produktdetails

Einband

Gebundene Ausgabe

Erscheinungsdatum

22.04.2013

Verlag

John Wiley & Sons

Seitenzahl

208

Maße (L/B/H)

25/17.5/1.6 cm

Gewicht

513 g

Auflage

1. Auflage

Sprache

Englisch

ISBN

978-1-4051-9810-3

Beschreibung

Rezension

"Indeed, Intercultural Language Teaching and Learningcan be a valuable read for anybody interested in language and cultural diversity and the process that leads to intercultural competency". (The Delta Intercultural Academy, 1 January 2014)
 
"Valuable for those studying linguistics, second-language acquisition, and language teaching. Summing Up: Recommended. Graduate students, researchers, faculty, professionals." (Choice, 1 December 2013)

Produktdetails

Einband

Gebundene Ausgabe

Erscheinungsdatum

22.04.2013

Verlag

John Wiley & Sons

Seitenzahl

208

Maße (L/B/H)

25/17.5/1.6 cm

Gewicht

513 g

Auflage

1. Auflage

Sprache

Englisch

ISBN

978-1-4051-9810-3

Herstelleradresse

Libri GmbH
Europaallee 1
36244 Bad Hersfeld
DE

Email: Libri GmbH

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  • Produktbild: Intercultural Language Teaching and Learning
  • Produktbild: Intercultural Language Teaching and Learning
  • Acknowledgments viii

    1 Introduction 1

    Language, Culture, and Language Education 1

    The Concept of Method 2

    Critiques of Method 3

    Moving beyond Methods 4

    About this Book 7

    2 Languages, Cultures, and the Intercultural 11

    Understanding Language 11

    Language as a structural system 12

    Language as a communicative system 13

    Language as social practice 13

    Concluding comments 16

    Understanding Culture 17

    Cultures as national attributes 18

    Cultures as societal norms 19

    Cultures as symbolic systems 20

    Cultures as practices 20

    Culture for language teaching and learning 21

    The Intercultural: Understanding Language, Culture, and their Relationship 25

    3 Second Language Acquisition, Language Learning, and Language Learning within an Intercultural Orientation 31

    Introduction: Two Families of Theories 31

    Key Understandings of SLA and Language Learning within Diverse Families of Theories 33

    A Brief History of the Development of Theories of Language Learning 35

    The Acquisition and Participation Metaphors 40

    Expanding Learning: Recognizing the Role of Interpretation in "Moving Between" Linguistic and Cultural Systems 43

    Conclusion 45

    4 Language Teaching and Learning as an Intercultural Endeavor 47

    Introduction 47

    The intercultural in language learning 48

    The Learner as Focus 51

    Language learner as learner 51

    Language learner as language user 52

    The learner as person 54

    The learner as focus: Concluding comments 56

    Principles for Teaching and Learning Languages from an Intercultural Perspective 56

    Practices for Intercultural Learning 59

    Practices in learning 59

    Conclusion 61

    5 Designing Classroom Interactions and Experiences 63

    Expanding "Tasks" to Focus on Interaction and Experiences 64

    The Nature of Interaction 66

    The Experiential Dimension 66

    Considerations in Developing Interactions and Experiences 68

    Examples 70

    Example 1: Year 10 Chinese - examining translation 70

    Example 2: Year 11 and 12 Indonesian: Developing intra- and intercultural understanding 75

    Implications for Teachers and Students as Participants in Language Learning 81

    6 Resources for Intercultural Language Learning 83

    Textbooks as Resources for Intercultural Learning 84

    Moving Beyond Textbooks 91

    The Authenticity of the Resource 93

    Literature as an Authentic Resource 95

    Communities as Resources 97

    The Classroom as a Resource 99

    Selecting and Evaluating Resources 101

    Adapting Resources 102

    Using Resources Critically 103

    Relating Resources to Each Other 104

    Concluding Comments 105

    7 Technologies in Intercultural Language Teaching and Learning 107

    Introduction 107

    Information Technologies and Intercultural Learning 108

    Social Technologies and Intercultural Learning 111

    Developing the Potential of Technologies for Intercultural Learning 118

    Technology as information resource 119

    Technology as content contextualization 119

    Technology as communication tool 119

    Technology as a construction kit 120

    Technology as visualization and manipulation 120

    Summary 120

    8 Assessing Intercultural Language Learning 123

    Contextualizing Assessment and Language Learning 124

    The tension between traditional and alternate assessment paradigms 124

    The institutional character of assessment 127

    Understanding the Process of Assessment 128

    Conceptualizing 129

    Eliciting 131

    Judging and validating 137

    The need for experimentation 140

    9 Programming and Planning 143

    Programs and Programming in a Traditional Perspective 143

    Conceptualizing Content for Language Teaching and Learning 144

    Structural understandings of content 144

    Communicative understandings of content 145

    Content-based language teaching 147

    Concept-based understandings of content 148

    Content for intercultural language teaching and learning 148

    Planning for Complexity 150

    Planning for Conceptual Learning 152

    Long-Term and Short-Term Planning 156

    Planning whole of learning 157

    Planning a course 159

    Planning a unit of work 159

    Planning a lesson 165

    The Place of Context in Planning Programs 165

    Conclusion 166

    10 Evaluating Language Programs 167

    Nature and Purpose of Program Evaluation 168

    Paradigms that Shape Program Evaluation 169

    The Process of Evaluation 171

    The Principles for Teaching and Learning Languages and Implications for Evaluation 174

    Evaluation and Teacher Professional Learning 177

    Conclusion 177

    References 179

    Index 195