Cover -- Title page -- Copyright page -- Intercultural and Transcultural Awareness in LanguageTeaching -- Contents -- 1 Introduction: The Role of Intercultural and Transcultural Communication in LanguageTeaching -- 1.1 Introduction -- 1.2 Aims and Outline -- 2 Culture and Language -- 2.1 Introduction -- 2.2 Understanding Culture -- 2.2.1 The Product Approach to Culture -- 2.2.2 A Semiotic Approach to Culture -- 2.2.3 Culture as Discourse -- 2.2.4 Culture as Practice -- 2.2.5 Culture as Ideology -- 2.2.6 Summary -- 2.3 Culture and Language -- 2.3.1 Linguistic Relativity
2.3.2 The Language-Culture Nexus -- 2.3.3 Linguistic and Cultural Flows -- 2.3.4 Language and Culture as Complex Adaptive Systems -- 2.3.5 Summary -- 3 Intercultural and Transcultural Communication -- 3.1 Introduction -- 3.2 Understanding Intercultural Communication -- 3.2.1 Language and Intercultural Communication -- 3.3 Transcultural Communication -- 3.3.1 Language and Transcultural Communication -- 3.4 Summary -- 4 Intercultural and Transcultural Awareness -- 4.1 Introduction -- 4.2 Communicative Competence -- 4.3 Intercultural Communicative Competence
4.4 Critical Approaches to Communicative and InterculturalCommunicative Competence -- 4.5 Intercultural and Transcultural Awareness -- 4.6 Conclusion -- 5 Intercultural and Transcultural Language Education -- 5.1 Introduction -- 5.2 Traditional Approaches to Teaching Culture and Language -- 5.3 Contemporary Approaches to Intercultural LanguageEducation -- 5.3.1 ICA and Intercultural Language Education -- 5.3.2 Intercultural Citizenship and Intercultural Language Education -- 5.4. Conclusion: Transcultural Language Education -- References
Summary
The central aim of languageteaching is typically to prepare learners to communicate through the language learnt. However, much current languageteaching theory and practice is based on a simplistic view of communication that fails to match the multilingual and intercultural reality of the majority of second language (L2) use. This Element examines the relationship between language and culture through an L2 in intercultural and transcultural communication. It puts forward the argument that we need to go beyond communicative competence in languageteaching and focus instead on intercultural and transcultural awareness. Implications for pedagogic practice are explored including intercultural and transcultural language education
Bibliography
Includes bibliographical references
Notes
Description based on online resource; title from digital title page (viewed on April 20, 2022)
