| Description |
vii, 200 pages : illustrations ; 26 cm |
| Contents |
Contents note continued: Example 2: Year 11 and 12 Indonesian: Developing intra- and intercultural understanding -- 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 -- Technology as information resource -- Technology as content contextualization -- Technology as communication tool -- |
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Contents note continued: Planning a unit of work -- Planning a lesson -- 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 |
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Contents note continued: Technology as a construction kit -- Technology as visualization and manipulation -- Summary -- 8.Assessing Intercultural Language Learning -- Contextualizing Assessment and Language Learning -- The tension between traditional and alternate assessment paradigms -- The institutional character of assessment -- Understanding the Process of Assessment -- Conceptualizing -- Eliciting -- Judging and validating -- The need for experimentation -- 9.Programming and Planning -- Programs and Programming in a Traditional Perspective -- Conceptualizing Content for Language Teaching and Learning -- Structural understandings of content -- Communicative understandings of content -- Content-based language teaching -- Concept-based understandings of content -- Content for intercultural language teaching and learning -- Planning for Complexity -- Planning for Conceptual Learning -- Long-Term and Short-Term Planning -- Planning whole of learning -- Planning a course -- |
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Contents note continued: 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 intercultural in language learning -- The Learner as Focus -- Language learner as learner -- Language learner as language user -- The learner as person -- The learner as focus: Concluding comments -- Principles for Teaching and Learning Languages from an Intercultural Perspective -- Practices for Intercultural Learning -- Practices in 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 -- Example 1: Year 10 Chinese - examining translation -- |
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Machine generated contents note: 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 -- Language as a structural system -- Language as a communicative system -- Language as social practice -- Concluding comments -- Understanding Culture -- Cultures as national attributes -- Cultures as societal norms -- Cultures as symbolic systems -- Cultures as practices -- Culture for language teaching and learning -- 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 -- |
| Summary |
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 |
| Analysis |
Australian |
| Notes |
"A John Wiley & Sons, Ltd., publication" |
| Bibliography |
Includes bibliographical references (pages 179-194) and index |
| Subject |
Communicative competence.
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Intercultural communication -- Study and teaching.
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Language and culture -- Study and teaching.
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Language and languages -- Study and teaching.
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Multicultural education.
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| Author |
Scarino, Angela, author
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| LC no. |
2012045274 |
| ISBN |
9781405198103 (cloth) |
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