Description
Book SynopsisMany language teachers recognise the importance of integrating intercultural learning into language learning, but how this can be best achieved is not always apparent. This is particularly the case in foreign language learning contexts where teachers are working with a prescribed textbook and opportunities to use the language outside the classroom are limited. This book argues that teachers can work creatively with conventional resources and utilise classroom experiences in order to help learners interpret aspects of communication in insightful ways and develop awareness of the influence of cultural assumptions and values on language use. The book provides extensive analysis of a range of classroom interactions to demonstrate how teachers and learners can work together to construct opportunities for intercultural learning through reflection on pragmatics.
Trade ReviewIn this timely book Troy McConachy offers a theoretically engaging and deeply insightful argument for developing in learners an ‘intercultural perspective on language use’. It highlights, through rich exemplification, the way in which even the most ordinary discussions in the foreign language learning classroom become an opportunity to explore, in reflective and analytic ways, the intricacies entailed in exchanging meanings in interaction across languages and cultures. * Angela Scarino, University of South Australia, Australia *
It has been a long time since I have read a book as important as this in the ‘jungle’ of language and intercultural education. Troy McConachy has done a great job in tying together the thorny issues of interculturality and language use. His approach is novel, bold and illuminating in a number of ways. No doubt this book will have a profound impact on the field! * Fred Dervin, University of Helsinki, Finland; Renmin University of China, China *
Table of ContentsFigures and Tables
Foreword
Preface
Introduction
Chapter 1: Pragmatics and Culture in Communicative Language Teaching
Chapter 2: Linking Pragmatics and Intercultural Language Learning
Chapter 3: Developing a View of Language Use as Social Action
Chapter 4: Reflection on Experience as Resource for Intercultural Learning
Chapter 5: Combining Performance and Reflection for Learning
Chapter 6: Developing Intercultural Perspectives on Language Use
Conclusion
List of References
Subject Index
