Intercultural Language Teaching and Learning E-Book

Anthony J. Liddicoat

• Herausgeber: John Wiley & Sons
• Kategorie: Bildung
• Sprache: Englisch

Seitenzahl: 455

Veröffentlichungsjahr: 2013

Beschreibung

This wide-ranging survey of issues in intercultural language teaching and learning covers everything from core concepts to program evaluation, and advocates a fluid, responsive approach to teaching language that reflects its central role in fostering intercultural understanding.

• Includes coverage of theoretical issues defining language, culture, and communication, as well as practice-driven issues such as classroom interactions, technologies, programs, and language assessment
• Examines systematically the components of language teaching: language itself, meaning, culture, learning, communicating, and assessments, and puts them in social and cultural context
• Features numerous examples throughout, drawn from various languages, international contexts, and frameworks
• Incorporates a decade of in-depth research and detailed documentation from the authors’ collaborative work with practicing teachers
• Provides a much-needed addition to the sparse literature on intercultural aspects of language education

Leseprobe

Contents

Acknowledgments

1 Introduction

Language, Culture, and Language Education

The Concept of Method

Critiques of Method

Moving beyond Methods

About this Book

2 Languages, Cultures, and the Intercultural

Understanding Language

Understanding Culture

The Intercultural: Understanding Language, Culture, and their Relationship

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

Introduction: Two Families of Theories

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

A Brief History of the Development of Theories of Language Learning

The Acquisition and Participation Metaphors

Expanding Learning: Recognizing the Role of Interpretation in “Moving Between” Linguistic and Cultural Systems

Conclusion

4 Language Teaching and Learning as an Intercultural Endeavor

Introduction

The Learner as Focus

Principles for Teaching and Learning Languages from an Intercultural Perspective

Practices for Intercultural Learning

Conclusion

5 Designing Classroom Interactions and Experiences

Expanding “Tasks” to Focus on Interaction and Experiences

The Nature of Interaction

The Experiential Dimension

Considerations in Developing Interactions and Experiences

Examples

Implications for Teachers and Students as Participants in Language Learning

6 Resources for Intercultural Language Learning

Textbooks as Resources for Intercultural Learning

Moving Beyond Textbooks

The Authenticity of the Resource

Literature as an Authentic Resource

Communities as Resources

The Classroom as a Resource

Selecting and Evaluating Resources

Adapting Resources

Using Resources Critically

Relating Resources to Each Other

Concluding Comments

7 Technologies in Intercultural Language Teaching and Learning

Introduction

Information Technologies and Intercultural Learning

Social Technologies and Intercultural Learning

Developing the Potential of Technologies for Intercultural Learning

8 Assessing Intercultural Language Learning

Contextualizing Assessment and Language Learning

Understanding the Process of Assessment

9 Programming and Planning

Programs and Programming in a Traditional Perspective

Conceptualizing Content for Language Teaching and Learning

Planning for Complexity

Planning for Conceptual Learning

Long-Term and Short-Term Planning

The Place of Context in Planning Programs

Conclusion

10 Evaluating Language Programs

Nature and Purpose of Program Evaluation

Paradigms that Shape Program Evaluation

The Process of Evaluation

The Principles for Teaching and Learning Languages and Implications for Evaluation

Evaluation and Teacher Professional Learning

Conclusion

References

Index

This edition first published 2013© 2013 Anthony J. Liddicoat and Angela Scarino

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Library of Congress Cataloging-in-Publication Data

Liddicoat, Anthony, 1962– author.Intercultural Language Teaching and Learning / Anthony J. Liddicoat and Angela Scarino.pages cm

ISBN 978-1-4051-9810-3 (cloth)1. Language and languages–Study and teaching. 2. Intercultural communication–Study and teaching. 3. Language and culture–Study and teaching. 4. Multicultural education. 5. Communicative competence. I. Scarino, Angela, author.P53.45.L53 2013418.0071–dc23

2012045274

A catalogue record for this book is available from the British Library.

Cover image: © Nicholas Eveleigh / AlamyCover design by Nicki Averill Design

Acknowledgments

The authors and publisher gratefully acknowledge the permission granted to reproduce the copyright material in this book: Pearson Education Australia for the material from Ecco Uno! on p. 87 and Katzensprung 1 on p. 88; Cengage Australia for the material from Tapis Volant 2 on p. 90; Owen Franken for permission to publish the photographs from Tapis Volant 2 on p. 90; Plantu for the cartoon on p. 92; Rod Ellis for permission to publish the table on p. 34; Robert O’Dowd for the table on p. 113; the Australian Government for permission to reproduce material from Language Teaching and Learning: A Guide; and Stephanie Andrews, Melissa Gould-Drakeley, Marnie Foster, Catherine Moore, Jill Bignell, and their students for permission to publish examples of their work.

Every effort has been made to trace copyright holders and to obtain their permission for the use of copyright material. The publisher apologizes for any errors or omissions in the above list and would be grateful if notified of any corrections that should be incorporated in future reprints or editions of this book.

1

Introduction

Language, Culture, and Language Education

The study of an additional language has long been understood as a way of coming to understand another culture and its people. As a goal of language teaching, understanding others has been prominent in educational rationales in different ways, but has often been in the background of educational practice. As the processes of globalization, increased mobility, and technological development have come to shape ways of living and communicating, there has been a growing recognition of the fundamental importance of inte­grating intercultural capabilities into language teaching and learning. One of the challenges facing this integration has been to move from recognition of the need for an intercultural focus in language education to the development of practice. Early in the development of intercultural language teaching and learning, Zarate (1986) argued that the teaching and learning of culture in language education had been problematic because sufficient attention had not been given to considering what is to be taught and how. One important theme to emerge early in consideration of what and how to teach was the need to integrate language and culture in an interculturally oriented view of language education (e.g. Byram, 1991). This theme in turn has led to a rethinking of what is involved in the teaching of a second or foreign language.

Kramsch (2008) argues that in the teaching of any language the focus is not only on teaching a linguistic code but also on teaching meaning. The focus on meaning involves important shifts in understanding the fundamental concerns of language teaching and learning, which do not replace traditional foci, but add broadly to them. In particular it means engaging with broader ways of understanding the fundamental concepts involved in the theory and practice of language education: language, culture, and learning, and the relationships between them. To teach meaning is to actively engage with the processes involved in making and interpreting meaning. These go well beyond processes of comprehension of forms and structures, to consider meanings as subjective and intersubjective, growing out of not only the language in which meaning is communicated but also from the memories, emotions, perceptions, experiences, and life worlds of those who participate in the communication. Moreover, teaching meaning involves recognizing that as part of learning any additional language the learner inevitably brings more than one language and ­culture to the processes of meaning-making and interpretation. That is, there are inherent intercultural processes in language learning in which meanings are made and interpreted across and between languages and cultures and in which the linguistic and cultural repertoires of each individual exist in complex interrelationships. Languages and cultures in language learning are not independent of each other. Phipps and Gonzalez (2004) argue that: “The student of a language other than their own can be given an extraordinary opportunity to enter the languaging of others, to understand the complexity of the experience of others to enrich their own. To enter other cultures is to re-enter one’s own” (p. 3; emphasis in original). That is, language learning, because languages and cultures are always in complex interrelationship, is both an act of learning about the other and about the self and of the ­relationships which exist between self and other.