{"product_id":"intercultural-language-teaching-and-learning-9781405198103","title":"Intercultural Language Teaching and Learning","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eThis 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.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e“Indeed, Intercultural Language Teaching and Learningcan be a valuable read for anybody interested in language and cultural diversity and the process that leads to intercultural competency”.  (\u003ci\u003eThe Delta Intercultural Academy\u003c\/i\u003e, 1 January 2014)\u003c\/p\u003e \u003cp\u003e“Valuable for those studying linguistics, second-language acquisition, and language teaching.  Summing Up: Recommended.  Graduate students, researchers, faculty, professionals.”  (\u003ci\u003eChoice\u003c\/i\u003e, 1 December 2013)\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eAcknowledgments viii\u003c\/p\u003e \u003cp\u003e\u003cb\u003e1 Introduction 1\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eLanguage, Culture, and Language Education 1\u003c\/p\u003e \u003cp\u003eThe Concept of Method 2\u003c\/p\u003e \u003cp\u003eCritiques of Method 3\u003c\/p\u003e \u003cp\u003eMoving beyond Methods 4\u003c\/p\u003e \u003cp\u003eAbout this Book 7\u003c\/p\u003e \u003cp\u003e\u003cb\u003e2 Languages, Cultures, and the Intercultural 11\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eUnderstanding Language 11\u003c\/p\u003e \u003cp\u003eLanguage as a structural system 12\u003c\/p\u003e \u003cp\u003eLanguage as a communicative system 13\u003c\/p\u003e \u003cp\u003eLanguage as social practice 13\u003c\/p\u003e \u003cp\u003eConcluding comments 16\u003c\/p\u003e \u003cp\u003eUnderstanding Culture 17\u003c\/p\u003e \u003cp\u003eCultures as national attributes 18\u003c\/p\u003e \u003cp\u003eCultures as societal norms 19\u003c\/p\u003e \u003cp\u003eCultures as symbolic systems 20\u003c\/p\u003e \u003cp\u003eCultures as practices 20\u003c\/p\u003e \u003cp\u003eCulture for language teaching and learning 21\u003c\/p\u003e \u003cp\u003eThe Intercultural: Understanding Language, Culture, and their Relationship 25\u003c\/p\u003e \u003cp\u003e\u003cb\u003e3 Second Language Acquisition, Language Learning, and Language Learning within an Intercultural Orientation 31\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIntroduction: Two Families of Theories 31\u003c\/p\u003e \u003cp\u003eKey Understandings of SLA and Language Learning within Diverse Families of Theories 33\u003c\/p\u003e \u003cp\u003eA Brief History of the Development of Theories of Language Learning 35\u003c\/p\u003e \u003cp\u003eThe Acquisition and Participation Metaphors 40\u003c\/p\u003e \u003cp\u003eExpanding Learning: Recognizing the Role of Interpretation in “Moving Between” Linguistic and Cultural Systems 43\u003c\/p\u003e \u003cp\u003eConclusion 45\u003c\/p\u003e \u003cp\u003e\u003cb\u003e4 Language Teaching and Learning as an Intercultural Endeavor 47\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 47\u003c\/p\u003e \u003cp\u003eThe intercultural in language learning 48\u003c\/p\u003e \u003cp\u003eThe Learner as Focus 51\u003c\/p\u003e \u003cp\u003eLanguage learner as learner 51\u003c\/p\u003e \u003cp\u003eLanguage learner as language user 52\u003c\/p\u003e \u003cp\u003eThe learner as person 54\u003c\/p\u003e \u003cp\u003eThe learner as focus: Concluding comments 56\u003c\/p\u003e \u003cp\u003ePrinciples for Teaching and Learning Languages from an Intercultural Perspective 56\u003c\/p\u003e \u003cp\u003ePractices for Intercultural Learning 59\u003c\/p\u003e \u003cp\u003ePractices in learning 59\u003c\/p\u003e \u003cp\u003eConclusion 61\u003c\/p\u003e \u003cp\u003e\u003cb\u003e5 Designing Classroom Interactions and Experiences 63\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eExpanding “Tasks” to Focus on Interaction and Experiences 64\u003c\/p\u003e \u003cp\u003eThe Nature of Interaction 66\u003c\/p\u003e \u003cp\u003eThe Experiential Dimension 66\u003c\/p\u003e \u003cp\u003eConsiderations in Developing Interactions and Experiences 68\u003c\/p\u003e \u003cp\u003eExamples 70\u003c\/p\u003e \u003cp\u003eExample 1: Year 10 Chinese – examining translation 70\u003c\/p\u003e \u003cp\u003eExample 2: Year 11 and 12 Indonesian: Developing intra- and intercultural understanding 75\u003c\/p\u003e \u003cp\u003eImplications for Teachers and Students as Participants in Language Learning 81\u003c\/p\u003e \u003cp\u003e\u003cb\u003e6 Resources for Intercultural Language Learning 83\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eTextbooks as Resources for Intercultural Learning 84\u003c\/p\u003e \u003cp\u003eMoving Beyond Textbooks 91\u003c\/p\u003e \u003cp\u003eThe Authenticity of the Resource 93\u003c\/p\u003e \u003cp\u003eLiterature as an Authentic Resource 95\u003c\/p\u003e \u003cp\u003eCommunities as Resources 97\u003c\/p\u003e \u003cp\u003eThe Classroom as a Resource 99\u003c\/p\u003e \u003cp\u003eSelecting and Evaluating Resources 101\u003c\/p\u003e \u003cp\u003eAdapting Resources 102\u003c\/p\u003e \u003cp\u003eUsing Resources Critically 103\u003c\/p\u003e \u003cp\u003eRelating Resources to Each Other 104\u003c\/p\u003e \u003cp\u003eConcluding Comments 105\u003c\/p\u003e \u003cp\u003e\u003cb\u003e7 Technologies in Intercultural Language Teaching and Learning 107\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 107\u003c\/p\u003e \u003cp\u003eInformation Technologies and Intercultural Learning 108\u003c\/p\u003e \u003cp\u003eSocial Technologies and Intercultural Learning 111\u003c\/p\u003e \u003cp\u003eDeveloping the Potential of Technologies for Intercultural Learning 118\u003c\/p\u003e \u003cp\u003eTechnology as information resource 119\u003c\/p\u003e \u003cp\u003eTechnology as content contextualization 119\u003c\/p\u003e \u003cp\u003eTechnology as communication tool 119\u003c\/p\u003e \u003cp\u003eTechnology as a construction kit 120\u003c\/p\u003e \u003cp\u003eTechnology as visualization and manipulation 120\u003c\/p\u003e \u003cp\u003eSummary 120\u003c\/p\u003e \u003cp\u003e\u003cb\u003e8 Assessing Intercultural Language Learning 123\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eContextualizing Assessment and Language Learning 124\u003c\/p\u003e \u003cp\u003eThe tension between traditional and alternate assessment paradigms 124\u003c\/p\u003e \u003cp\u003eThe institutional character of assessment 127\u003c\/p\u003e \u003cp\u003eUnderstanding the Process of Assessment 128\u003c\/p\u003e \u003cp\u003eConceptualizing 129\u003c\/p\u003e \u003cp\u003eEliciting 131\u003c\/p\u003e \u003cp\u003eJudging and validating 137\u003c\/p\u003e \u003cp\u003eThe need for experimentation 140\u003c\/p\u003e \u003cp\u003e\u003cb\u003e9 Programming and Planning 143\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003ePrograms and Programming in a Traditional Perspective 143\u003c\/p\u003e \u003cp\u003eConceptualizing Content for Language Teaching and Learning 144\u003c\/p\u003e \u003cp\u003eStructural understandings of content 144\u003c\/p\u003e \u003cp\u003eCommunicative understandings of content 145\u003c\/p\u003e \u003cp\u003eContent-based language teaching 147\u003c\/p\u003e \u003cp\u003eConcept-based understandings of content 148\u003c\/p\u003e \u003cp\u003eContent for intercultural language teaching and learning 148\u003c\/p\u003e \u003cp\u003ePlanning for Complexity 150\u003c\/p\u003e \u003cp\u003ePlanning for Conceptual Learning 152\u003c\/p\u003e \u003cp\u003eLong-Term and Short-Term Planning 156\u003c\/p\u003e \u003cp\u003ePlanning whole of learning 157\u003c\/p\u003e \u003cp\u003ePlanning a course 159\u003c\/p\u003e \u003cp\u003ePlanning a unit of work 159\u003c\/p\u003e \u003cp\u003ePlanning a lesson 165\u003c\/p\u003e \u003cp\u003eThe Place of Context in Planning Programs 165\u003c\/p\u003e \u003cp\u003eConclusion 166\u003c\/p\u003e \u003cp\u003e\u003cb\u003e10 Evaluating Language Programs 167\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eNature and Purpose of Program Evaluation 168\u003c\/p\u003e \u003cp\u003eParadigms that Shape Program Evaluation 169\u003c\/p\u003e \u003cp\u003eThe Process of Evaluation 171\u003c\/p\u003e \u003cp\u003eThe Principles for Teaching and Learning Languages and Implications for Evaluation 174\u003c\/p\u003e \u003cp\u003eEvaluation and Teacher Professional Learning 177\u003c\/p\u003e \u003cp\u003eConclusion 177\u003c\/p\u003e \u003cp\u003eReferences 179\u003c\/p\u003e \u003cp\u003eIndex 195\u003c\/p\u003e","brand":"John Wiley and Sons Ltd","offers":[{"title":"Default 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