Description
Book SynopsisThis book evaluates a project where formal classroom learning of a second language was supplemented with informal, natural interactions with older native speakers of the target language, delivering a number of pedagogical and societal benefits. The authors introduce a model of intergenerational, intercultural encounters which aims to promote the use of community language resources; enrich the experiences of young learners; foster greater understanding between generations; break down cultural stereotypes; encourage appreciation of different cultures and enhance the quality of life and community engagement of older people with a bi/multilingual background. It draws on theories of language acquisition, discourse analysis and psychosocial perspectives to propose a model of language learning for students that can be used for any language or locality. It is therefore an essential resource for graduate students, researchers and language teachers as well as for education, aged and youth care policy makers, practitioners and community services workers who are interested in innovative language pedagogy.
Trade ReviewThe project this book presents is a rare and beautiful combination of high-quality inter-disciplinary research coupled with a genuine desire to foster cross-cultural and intergenerational understanding in an innovative model of socially inclusive second language learning.
* Eva Eppler, University of Roehampton, UK *
This deeply humane and well-informed study of students learning a new language from older adults of other cultures has broad implications for education, research and social policy. It shows how one human interaction at a time can enrich individuals' development, bring people of different ages and cultural backgrounds into mutually supportive relationships and, ultimately, create an inclusive society.
* Linda Tickle-Degnen, Tufts University, USA *
One of the challenges for language study and revitalisation has been generational connections: users and learners, speakers and acquirers, cultural insiders and entrants. Few studies have systematically investigated these critical relationships and their effects on learning, identity and community formation. This book is an important instalment in how to validate and benefit from intergenerational community resources, giving meaning and depth to the adjective 'community' or 'heritage' qualifying the noun ‘languages'.
* Joseph Lo Bianco, The University of Melbourne, Australia *
Table of ContentsMarisa Cordella and Hui Huang : Introduction
Section 1. Setting the Scene: Many Cultures, Many Opportunities
1. Marisa Cordella: The Immigrant Potential: Multiculturalism, Language Skills and Community Resources
2. Susan Feldman, Harriet Radermacher and Colette Browning: Contemporary Intergenerational Relationships
3. Hui Huang and Marisa Cordella : Community Resources on Our Doorstep: Language Learning in Action
Section 2. Constructing Identity: The Self-Presentation of Older Native Speakers
4. Marisa Cordella: Taking a Stance: Older Native Speakers with Young Language Learners
5. Brigitte Lambert and Marisa Cordella : The Migration Experience and the Ethos of Self
6. Hui Huang and Yanying Lu: ‘Who Are We?’ Self-Referencing in Chinese and German Conversations Using the First-Person Plural
7. Marisa Cordella and Cecilia Kokubu: Creating, Maintaining and Challenging Rapport Across Languages and Age Groups
8. Harriet Radermacher, Colette Browning and Susan Feldman: ‘I feel very happy that I can contribute to society’: Exploring the Value of the Project for Older People
Section 3. Situated Learning: Enhancing the Opportunities for L2 Students
9. Hui Huang: Gaining L2 Self-Confidence in Conversations with Native Speakers
10. Hui Huang: Developing Interactional Competence in Dyadic Conversations: Cross-language Evidence
11. Hui Huang, Marisa Cordella, Colette Browning and Ramona Baumgartner: An Innovative Language Learning and Social Inclusion Model
