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2010, Officina.it
Comunicative-cultural language teaching is 20 years old: time for an appraisal. L'approccio comunicativo-culturale nell'insegnamento delle lingue ha ormai 20 anni: è tempo di un bilancio. .
The importance of English in communication and the globalized world as well as the demands of the job market, which is under the influence of modernization, leads people, in general, to become interested in learning it. It is understood that in schools it is necessary consider these expectations and the benefits in order to learn more about how to include cultural aspects in the English classrooms. Therefore, it is understood that teaching English is more than teaching rules and grammatical structures, it is also present the other side of the language, which means show the students the importance and the meaning of being bilingual but also bicultural. This work consists of a bibliographical research that intends to arise discussions around the topics pointed above expecting that the teachers (in or pre-service) can think about their pedagogical practices. RESUMO: A importância da língua inglesa na comunicação e no mundo globalizado, bem como as exigências do mercado de trabalho, que está sob a influência da modernização, leva as pessoas, em geral, a se tornarem interessados em aprendê-la. Entende-se que nas escolas é necessário considerar essas expectativas e esses benefícios, a fim de aprender mais sobre como incluir os aspectos culturais nas salas de aula de Língua Inglesa. Portanto, entende-se que o ensino de Língua Inglesa é mais do que regras e estruturas gramaticais, ensinar é também apresentar o outro lado da língua, o que significa mostrar aos estudantes a importância e o significado de ser bilíngue, mas também bicultural. Este trabalho consiste em uma pesquisa bibliográfica que pretende levantar discussões em torno dos temas apontados acima, esperando que os professores (em serviço ou em pré-serviço) possam refletir sobre suas práticas pedagógicas.
2005 •
Europe is becoming a melting pot of cultures. It is important to get children experience diversity as a phenomenon that shapes their identities as individuals who speak a given language or belong to a particular culture that, in either case, was shaped by the contributions of many people with distinct origins. The proposals about cultural and language diversity cannot be simplified, instead we should admit that by g iving prominence to these issues we are deepening into the construction of the self and, at the same time, we are building the scaffolding for a tolerant and integrative society. Janua Linguarum Reserata: An open door to languages / The open door of languages The reflections in the present article are the fruit of long discussions with the members of an international project, namely Ja-Ling, whose main goal is to design, implement and evaluate materials to engage learners in activities that will allow them to be in contact with a large number of languages while they develop knowledge of and about the languages in the school curriculum. The group believes that if students had a broader view on language and linguistic diversity, they would develop positive attitudes towards language and language learning, which in turn would enable them to build up the learning skills they need to improve their language aptitudes. In the previous volume I presented the origins of the current project and two activities of our didactic units and, in this volume, the article " 1,2, 3 … 4.000 langues " by Artur Noguerol provides us with a clear description of how the materials of the Ja-Ling group have been structured and why. Therefore my intention here is to share our reflections upon how we could tangle language and cultural diversity in the foreign language class and to invite my readers to incorporate and even go beyond the proposals of the Ja-Ling group in their daily practices. Shouldn't we open up the foreign language class? The current tendency towards the communicative approach within language classrooms has helped shift the focus of teaching methodology from a more rigid, magisterial approach to a methodology that incorporates the language student as an
The question of interculturality and the plurilingual and pluricultural competence connected with it is often found at the heart of contemporary language learning debate. The documents drafted by the Council of Europe seem to reflect this fact. Nowadays, language teachers face the challenge of designing a lesson unit which not only contains and practises all aspects of the language but also develops all skills and competences through the process of so-called integrated learning. Language teaching and learning is coupled with cultural and linguistic anthropology which is often termed as anthropological approach in language teaching. The approach calls on the term: cultureme which denotes language items present in any language class material whose cultural embedding requires a more extensive semantic and pragmatic commentary. The methods, means and techniques employed within the eclectic teaching framework aim to eliminate a learner's ethnocentric attitude and existing stereotypes which leads to the development of the plurilingual and pluricultural competence. Our research relies on our extensive experience acquired in the plurilingual and multicultural environment of 30 nationalities and 160 students of the College of Europe in Natolin while teaching Romance (French, Spanish, Italian) and Slavonic languages (Russian, Polish, Ukrainian).
The author reviews the 3rd edition of Sonia Nieto's Language, Culture, and Teaching, a collection of articles and essays compiling the "author’s most current thoughts on the teaching profession" (Nuruddin, 2018, p. 2). Suggestions are offered throughout the review for use of this book in bilingual, multicultural, TESoL, and world/foreign language pre-service education courses; and considers topics for discussion in the classroom and action beyond it, inspired by Nieto's dedicated service to school and community.
Linguaculture is one of the leading disciplines in linguistics today. It sounds cheesy to hear an opening sentence like that one, but if we look at the contemporary research in the relationship between language and culture, we can see that linguaculture delivers a full package of theoretical concepts ready to be implemented in reality.
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