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The arguments against learning languages by introjecting new cultural models (with rebuttal). Le argomentazioni contro l'apprendimento delle lingue tramite l'introiezione di nuovi modelli culturali (con la controreplica). .
Intercultural Communication Education
Interculturality as collaborative identity management in language education2019 •
Borghetti, C. (2019), 'Interculturality as collaborative identity management in language education'. Intercultural Communication Education, 2(1), pp. 20-38. Just over ten years ago, Block (2007, p. 2) called the increasing attention that second language researchers – and social scientists at large – were giving to the construct of ‘identity’ an “obsession”. Since then, the identities of those who use, learn or study a language have been investigated in greater detail (e.g., Benson, Barkhuizen, Bodycott & Brown, 2013; Clarke, 2008; Dörnyei & Ushioda, 2009; Edwards, 2009). It may seem that intercultural language education is lagging behind this tendency. However, a number of publications (e.g., Kramsch, 2009; Rivers & Houghton, 2013) suggest that, considering contemporary global societies, the intercultural goals of language learning and teaching can be better promoted by replacing the notion of ‘culture’ with that of multiple ‘identities’ or ‘subjectivities’. More specifically, language education can aim to make students capable of selecting the language resources available to them in order to express their (developing) desired identities and, at the same time, to recognise the multiple identities that their interlocutors put forth in a given context (Borghetti, 2016). To make the case for this ‘identity-related intercultural language education’, the article reviews and discusses a number of studies which, from different perspectives, have already argued for a more prominent role of the construct of ‘identity’ in the field of second language education.
6th International Pragmatics Association …
Being One of the Group1996 •
Interpreting how people communicate non-verbally in small group conversations raises the question: how can we be sure we understand a mindset different from ours? L'interpretazione della comunicazione non-verbale che avviene all'interno di piccoli gruppi solleva la domanda: a che titolo possiamo asserire di capire una forma mentis diversa dalla nostra? .
Cite as: Matsuo C. (2015). A dialogic critique of Michael Byram’s Intercultural Communicative Competence Model: Proposal for a dialogic pedagogy. In N. Tomimori (Ed.), Comprehensive study on language education methods and cross-linguistic proficiency evaluation methods for Asian languages: Final report 2014. (Grants-in-Aid for Scientific Research (B), Japan Society for the Promotion of Science) (pp. 3-22). Tokyo University of Foreign Studies. Abstract This paper extends a previous critique (Matsuo, 2012a) of Michael Byram’s Intercultural Communicative Competence, or ICC, model (1997; 2009) through a more elaborated and sustained use of Mikhail Bakhtin’s dialogic theory of human life and language. The principal aim is to use the critique to propose a foreign language education pedagogical framework based on dialogue, where the principle and use of dialogue organically and ethically builds active and deep communicative capacities and intercultural competence. I am proposing that dialogic pedagogy replace Communicative Language Teaching, or CLT, in Japan, because CLT’s structural linguistic basis means it cannot be taught communicatively and therefore develops only passive understanding of English in Japanese learners. Throughout this paper, my priority is to try to do what Bakhtin urged, which is to bring theory into communion with lived experience. Thus, as I lay out the theoretical and practical framework, I strive to keep in the forefront a teacher’s experience of practical reasoning in a classroom of fellow autonomous speaking subjects. In this paper, I am thinking as a teacher: I use dialogic theory because Bakhtin’s writings provide a hermeneutics (Pellizzi, 2011) and create an exigence for intensely merging thought and theory into the performed, ethical, participative act of teaching (Matsuo, 2012b).
In theorising intercultural competence and the related notion of third place, the fundamentally emotively invested nature of the cultural premises that are invoked in intercultural communication has been neglected. Drawing from metapragmatic data where learners of Mandarin Chinese reflect on their experiences, it is found that they tend to report dissonance and difficulties when reflecting on the emotional import of talk in interaction. It is proposed that third place should therefore not be conceptualised simply as a dynamic space of knowings, but one which is also emotively and symbolically invested.
Paola Baccin, Elisabetta Pavan, authors. The purpose of this paper is not to outline a specific curriculum or methodology for use in the foreign language classroom, rather this paper will describe an attitude teachers and learners should adopt. A framework will be provided for understanding the cognitive patterns related to the shift from communicative competence to intercultural communicative competence. The teaching of culture is arousing great interest among foreign language teachers, nonetheless the problems most language teachers must face, such as uncertainty about which cultural aspects to teach and how to use and adapt authentic materials to integrate course books, may lead to unexpected difficulties. However, even though it is widely acknowledged that to be competent speakers in a language it is necessary to know and understand the main issues about the culture which has moulded it, in most course books, lessons concentrate on linguistic structures and forms, putting aside cultural elements: it is not unusual among teachers ‘to do on their own’.
In: Rivers, D. (ed.): Resistance to the Known in Foreign Language Education. Basingstoke: Palgrave.
Book chapter (2014): The Impossibility of Defining and Measuring Intercultural Competencies2014 •
This chapter looks at the ‘the known’ or ‘taken for granted’ in relation to the concept of ‘intercultural competencies’. I ask whether it is fruitful to use the term ‘competence’ in order to describe the potential and desirable outcomes of intercultural learning, as the term seems to suggest specific, predefined and potentially testable behaviours, dispositions and knowledge. I will engage with this question on two distinct but interrelated levels: the conceptual level and the level of educational policy. In terms of the former, I argue that the nature and outcomes of intercultural learning are generally unpredictable because the engagement with difference occurs at very subjective boundaries between the known and the unknown. In relation to the latter, I discuss the now often taken-for-granted assumption that policies and institutions have to respond to the exigencies of the economic sphere. Consequently, curricula in different countries have become strikingly similar in their emphasis on aspects such as vocationally relevant knowledge, the actual ability or competence of students to apply their knowledge in real-world contexts, the assessment of such competencies, and lifelong learning. Foreign language teaching and learning is affected by this international trend, as there is now an increasing demand to conceptualize, measure and assess intercultural competencies.
4th IALIC conference, The Intercultural Narrative, …
Rewriting Oneself2003 •
The narrative social-constructionist approach to learning how to communicate interculturally in a second language is based on relocating teller and listener in a new world of existential values. Per imparare a comunicare interculturalmente in una seconda lingua, sono utili le tecniche narrative ispirate al costruttivismo sociale. Chi narra e chi ascolta vengono ricollocati in un nuovo mondo di valori culturali. .
This chapter looks at engages with the ‘the known’ or ‘taken for granted’ in relation to the concept of ‘intercultural competencies’. I will ask whether it is fruitful to use the term ‘competence’ in order to describe the potential and desirable outcomes of intercultural learning, as the term seems to suggest specific, predefined and potentially testable behaviours, dispositions and knowledge. I will engage with this question on two distinct but interrelated levels: the conceptual level and the level of educational policy. In terms of the former, I argue that the nature and outcomes of intercultural learning are generally unpredictable because the engagement with difference occurs at very subjective boundaries between the known and the unknown. In relation to the latter, I will discuss the now often taken-for-granted assumption that policies and institutions have to respond to the exigencies of the economic sphere. Consequently, curricula in different countries have become strikingly similar in their emphasis on aspects such as vocationally relevant knowledge, the actual ability or competence of students to apply their knowledge in real-world contexts, the assessment of such competencies, and lifelong learning. Foreign language teaching and learning is affected by this international trend, as there is now an increasing demand to conceptualize, measure and assess intercultural competencies.
Intercultural Horizons Volume III Intercultural Competence—Key to the New Multicultural Societies of the Globalized World
Toward an Integrated Approach to Language, Culture and Communication in the Foreign Language Classroom2015 •
2016 •
Teachers' Forum. British Council web site. On WWW …
Here and There: Issues In Materials Development for Intercultural Learning2004 •
Practices in Intercultural Language Teaching and Learning
Integrating Intercultural Learning in English for Specific Academic Purposes2017 •
Journal of e-Learning and Knowledge Society
Piccardo, E. &North, B. (2019). Broadening the scope of language education: plurilingualism, mediation and collaborative learning2019 •
Journal of Zankoy Sulaimani Part (B - for Humanities)
An Assessment of the Intercultural Communicative Competence of Kurdish EFL University Students: A Linguacultural Study2019 •
Language and Intercultural Communication
Promoting Intercultural Competence in the FL/SL Classroom: Translations as Sources of Data2008 •
In Traditions and Transitions in German Curricula, edited by John Plews and Barbara Schmenk. Waterloo: Wilfrid Laurier University Press.
Gerade Dir hat er eine Botschaft gesendet: Contact Pragmatics and the Teaching of Foreign Language Texts. With David Gramling2013 •
Multilingual Education
Globalisation and developing metacultural competence in learning English as an International Language2013 •
2012 •
The Modern Language Journal
Cultural Immersion in the Foreign Language Classroom: Some Narrative Possibilities2000 •