The Sociocultural and Intercultural Dimension of Language Learning and Teaching
Author | : Michael Byram |
Publisher | : |
Total Pages | : 124 |
Release | : 1997 |
Genre | : Language Arts & Disciplines |
ISBN | : |
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Author | : Michael Byram |
Publisher | : |
Total Pages | : 124 |
Release | : 1997 |
Genre | : Language Arts & Disciplines |
ISBN | : |
Author | : Geneviève Zarate |
Publisher | : Council of Europe |
Total Pages | : 262 |
Release | : 2004-01-01 |
Genre | : Political Science |
ISBN | : 9789287152602 |
Author | : Geneviève Zarate |
Publisher | : Council of Europe |
Total Pages | : 128 |
Release | : 1997-01-01 |
Genre | : Language Arts & Disciplines |
ISBN | : 9789287132611 |
Author | : Troy McConachy |
Publisher | : Languages for Intercultural Company |
Total Pages | : 360 |
Release | : 2022-04-30 |
Genre | : Language Arts & Disciplines |
ISBN | : 9781800412606 |
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. The book offers comprehensive, up-to-date and accessible knowledge for researchers, teachers, teacher-trainers and students.
Author | : Celeste Kinginger |
Publisher | : |
Total Pages | : 0 |
Release | : 2013 |
Genre | : Foreign study |
ISBN | : 9789027213167 |
Offers a sampling of contemporary efforts to update the portrayal of study abroad in the applied linguistics literature through attention to its social and cultural aspects. The book will be of interest to a broad audience of applied linguistics researches, language educators, and professionals.
Author | : Katja Lochtman |
Publisher | : ASP / VUBPRESS / UPA |
Total Pages | : 167 |
Release | : 2008 |
Genre | : Education |
ISBN | : 9054874813 |
Exploring sociocultural competence and the promotion of intercultural communication, this study aims to clearly define the concepts behind teaching foreign language and the connections between culture and language. As foreign language teaching continues to increasingly focus on the relationship between culture and language, understanding the link and what it means becomes more important. Objective and informative, this examination particularly looks at English as a lingua franca between speakers of different languages and cultural backgrounds from the perspectives of nonnative English speakers and explores how that affects pedagogical approaches to teaching foreign language.
Author | : Joan Clifford |
Publisher | : Georgetown University Press |
Total Pages | : 216 |
Release | : 2018-12-03 |
Genre | : Education |
ISBN | : 1626166366 |
Community-based Language Learning offers a new framework for world language educators interested in integrating community-based language learning (CBLL) into their teaching and curricula. CBLL connects academic learning objectives with experiential learning, ranging from reciprocal partnerships with the community (e.g., community engagement, service learning) to one-directional learning situations such as community service and site visits. This resource prepares teachers to implement CBLL by offering solid theoretical frameworks alongside real-world case studies and engaging exercises, all designed to help students build both language skills and authentic relationships as they engage with world language communities in the US. Making the case that language learning can be a tool for social change as well, Community-based Language Learning serves as a valuable resource for language educators at all levels, as well as students of language teaching methodology and community organizations working with immigrant populations.
Author | : James P. Lantolf |
Publisher | : Oxford University Press |
Total Pages | : 306 |
Release | : 2000 |
Genre | : Education |
ISBN | : 9780194421607 |
Topics covered include: learning and teaching languages in the zone of proximal development; L1 mediation in the acquisition of L2 grammar and sociocultural theory as a theory of second language learning.
Author | : Paula Garrett-Rucks |
Publisher | : IAP |
Total Pages | : 180 |
Release | : 2016-03-01 |
Genre | : Education |
ISBN | : 168123419X |
There is pressure on world language educators to prepare learners with 21st century skills to meet the challenges of an increasingly interconnected globalized world. The need for change was summarized in the 2007 report of the MLA Ad Hoc Committee on Foreign Languages that suggested the implementation of curricular reform by developing students’ “translingual and transcultural competence” (p. 3) which allows someone “to operate between languages” (p.237). However, the integration of such a meaningful cultural component in instructed language learning is a complex topic. This book recognizes the difficulty world language educators face to achieve the goals of the MLA report, particularly at beginning levels of instruction in target language use classrooms. Accordingly, this book informs instructed language learning and teaching by bridging developmental theories from the fields of intercultural competence with second language pedagogies—particularly communicative language teaching (CLT) and literacy-based approaches—providing examples of practical applications inside the classroom and beyond. It is intended to support the many FL educators who have consistently reported that they are struggling to incorporate meaningful cultural instruction into their practice (Fox & Diaz-Greenberg 2006; Phillips & Abbott, 2011; Sercu, 2005). This book provides a framework to foster learners’ deep cultural reflection at beginning levels of instruction while preserving target language use policies, bridging CLT pedagogies to intercultural communicative competence (ICC) literacy-based approaches. It starts by synthesizing prominent definitions of culture and culture learning models and then summarizes disparate sources of research findings on culture learning projects (which primarily take place at advanced levels of language learning) to the Standards-based classroom at all levels of instruction, K-16. Although research on fostering learners’ intercultural competence at beginning levels of language instruction is in its infancy, it is of utmost concern given that the vast majority of U.S. language learners rarely continue to advanced levels of instruction (Zimmer-Lowe, 2008). In addition, this book challenges FL educators to advocate for their FL programs and to give greater visibility and credibility to the profession in institutional internationalization efforts. The theoretical components of this book deconstruct the connections between language, thought and culture and problematize developmental models in the IC field that neglect to consider the important role of language. This book provides K-16 FL educators with the discourse needed to 1) explain to administrators, parents and students how world language study prepares learners to compete in an increasingly global market beyond the learner’s development of linguistic proficiency and 2) convince administrators of the value in and the need for world language study in order to support institutional internationalization efforts. The last chapter of this book provides guidance and suggestions on ways to expand K-12 teacher preparation programs and continuing education training to foster learners’ intercultural communicative competence while preserv-ing a Standards-based curriculum. In sum, this book is intended to 1) support all K-16 world language educa-tors with their program advocacy and instruction; 2) serve as a reference manual or course book in teacher preparation programs; 3) serve as a reference manual or course book for research and graduate courses on the teaching and learning of languages.
Author | : Wai Meng Chan |
Publisher | : Walter de Gruyter GmbH & Co KG |
Total Pages | : 388 |
Release | : 2015-07-31 |
Genre | : Language Arts & Disciplines |
ISBN | : 1501503022 |
The teaching of culture and interculturality is today viewed as an integral part of foreign language education. This book presents insights from recent research on the role of culture in second/foreign and heritage language education. It contains 14 chapters including an introductory chapter that discusses diachronically the evolving notion of culture and how the sociocultural view of culture as a complex and dynamic concept informs language teaching and language learning research. The chapters following the introduction are organised in four parts focusing on: 1) the teacher's role in integrated language and culture learning; 2) the interrelationship between culture, identity, and language learning and use; 3) the effect of culture on learner characteristics which impact language learning processes and outcomes; and 4) curriculum development aimed at fostering language and culture learning. The chapters in Parts 1 to 3 present contributions from current research - either in the form of the authors' original studies or comprehensive reviews of relevant essential research - which bears important implications for curricular practice in foreign language and language teacher education. This close link between research, theory and practice is also maintained in the two chapters in Part 4, which present developmental projects based on well-grounded theoretical frameworks.