Description

Winner of the 2015-16 Kenneth W. Mildenberger Prize awarded by the Modern Language Association

Many educators aim to engage students in deeply meaningful learning in the language classroom, often facing challenges to connect the students with the culture of the language they are learning. This book aims to demonstrate that substantial intercultural learning can and does occur in the modern language classroom, and explores the features of the classroom that support meaningful culture-in-language-learning. The author argues that transformative modern language education is intimately tied to a view of language learning as an engagement in meaning-making activity, or semiotic practice. The empirical evidence presented is analyzed and then linked to both the theorizing of culture-in-language-teaching and to practical concerns of teaching.

Intercultural Learning in Modern Language Education: Expanding Meaning-Making Potentials

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Hardback by Erin Kearney

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Winner of the 2015-16 Kenneth W. Mildenberger Prize awarded by the Modern Language Association Many educators aim to engage students... Read more

    Publisher: Channel View Publications Ltd
    Publication Date: 03/12/2015
    ISBN13: 9781783094677, 978-1783094677
    ISBN10: 1783094672

    Number of Pages: 216

    Non Fiction , Dictionaries, Reference & Language

    Description

    Winner of the 2015-16 Kenneth W. Mildenberger Prize awarded by the Modern Language Association

    Many educators aim to engage students in deeply meaningful learning in the language classroom, often facing challenges to connect the students with the culture of the language they are learning. This book aims to demonstrate that substantial intercultural learning can and does occur in the modern language classroom, and explores the features of the classroom that support meaningful culture-in-language-learning. The author argues that transformative modern language education is intimately tied to a view of language learning as an engagement in meaning-making activity, or semiotic practice. The empirical evidence presented is analyzed and then linked to both the theorizing of culture-in-language-teaching and to practical concerns of teaching.

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