TY  - BOOK
AU  - Liddicoat,Anthony
AU  - Scarino,Angela
TI  - Intercultural language teaching and learning
SN  - 9781118482070
AV  - P53.45 
U1  - 418.0071 23
PY  - 2013///
CY  - Chichester, West Sussex, UK, Malden, MA
PB  - Wiley-Blackwell
KW  - Language and languages
KW  - Study and teaching
KW  - Intercultural communication
KW  - Language and culture
KW  - Multicultural education
KW  - Communicative competence
KW  - FOREIGN LANGUAGE STUDY
KW  - General
KW  - bisacsh
KW  - fast
KW  - Fremdsprachenlernen
KW  - gnd
KW  - Fremdsprachenunterricht
KW  - Kulturkontakt
KW  - Interkulturelles Verstehen
KW  - Interkulturell pedagogik
KW  - sao
KW  - Interkulturell kommunikation
KW  - Språkundervisning
KW  - Språk och samhälle
KW  - Utvärderingsmetodik
KW  - Electronic books
N1  - Includes bibliographical references and index; Intercultural Language Teaching and Learning; Copyright; Contents; Acknowledgments; 1 Introduction; Language, Culture, and Language Education; The Concept of Method; Critiques of Method; Moving beyond Methods; About this Book; 2 Languages, Cultures, and the Intercultural; Understanding Language; Language as a structural system; Language as a communicative system; Language as social practice; Concluding comments; Understanding Culture; Cultures as national attributes; Cultures as societal norms; Cultures as symbolic systems; Cultures as practices; Culture for language teaching and learning; The Intercultural: Understanding Language, Culture, and their Relationship3 Second Language Acquisition, Language Learning, and Language Learning within an Intercultural Orientation; Introduction: Two Families of Theories; Key Understandings of SLA and Language Learning within Diverse Families of Theories; A Brief History of the Development of Theories of Language Learning; The Acquisition and Participation Metaphors; Expanding Learning: Recognizing the Role of Interpretation in "Moving Between" Linguistic and Cultural Systems; Conclusion; 4 Language Teaching and Learning as an Intercultural EndeavorIntroduction; The intercultural in language learning; The Learner as Focus; Language learner as learner; Language learner as language user; The learner as person; The learner as focus: Concluding comments; Principles for Teaching and Learning Languages from an Intercultural Perspective; Practices for Intercultural Learning; Practices in learning; Conclusion; 5 Designing Classroom Interactionsand Experiences; Expanding "Tasks" to Focus on Interaction and Experiences; The Nature of Interaction; The Experiential Dimension; Considerations in Developing Interactions and ExperiencesExamples; Example 1: Year 10 Chinese -- examining translation; Example 2: Year 11 and 12 Indonesian: Developing intra- and intercultural understanding; Implications for Teachers and Students as Participantsin Language Learning; 6 Resources for Intercultural Language Learning; Textbooks as Resources for Intercultural Learning; Moving Beyond Textbooks; The Authenticity of the Resource; Literature as an Authentic Resource; Communities as Resources; The Classroom as a Resource; Selecting and Evaluating Resources; Adapting Resources; Using Resources CriticallyRelating Resources to Each Other; Concluding Comments; 7 Technologies in Intercultural Language Teaching and Learning; Introduction; Information Technologies and Intercultural Learning; Social Technologies and Intercultural Learning; Developing the Potential of Technologies for Intercultural Learning; Technology as information resource; Technology as content contextualization; Technology as communication tool; Technology as a construction kit; Technology as visualization and manipulation; Summary; 8 Assessing Intercultural Language Learning; mc
N2  - This 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. Includes coverage of theoretical issues defining language, culture, and communication, as well as practice-driven issues such as classroom interactions, technologies, programs, and language assessmentExamines systematically the components of language teaching: language itself, meaning, cul
UR  - http://dx.doi.org/10.1002/9781118482070
ER  -