Community and culture in intercultural language learning
This paper addresses changing meanings attached to the concept of “community” in languages education in the school setting in Australia. The change consists of a shift from “community” as a necessary definitional category, created in the mid 1970s to mark the recognition of languages other than English used in the Australian community, to a recognition, in the current context of increasing mobility of people and ideas, of the need to problematise the concept of “community” towards working with the complexity of the lived, dynamic languages and cultures in the repertoires of students. Intercultural language learning is discussed as a way of thinking about communities in languages education in current times.
References (27)
Bauman, Z.
(
2004)
Identity. Conversations with Benedetto Vecchi. Cambridge: Polity Press.
Canagarajah, A.S.
(
2005)
Reconstructing local knowledge. Reconfiguring language studies. In A.S. Canagarajah (Ed.),
Reclaiming the local in language policy and practice. (pp. 3–24). Mahwah, New Jersey: Lawrence Erlbaum Ass. Publishers.
Clyne, M.
(
2005)
Australia’s language potential. Sydney. University of New South Wales Press.
Clyne, M.; Jenkins, C.; Chen, I.; Tsokalidou, R.; Wallner, T.
(
1995)
Developing second language from primary school. Canberra. NLLIA.
Clyne, M.G.; Fernandez, S.
(in press
2008)
Community language learning in Australia. In
Encyclopedia of language and education. (pp.169–181). (2nd Edition, Volume 41: Second and foreign language education). Springer Science + Business Media LLC.
Elder, C.
(
2005)
Evaluating the effectiveness of heritage language education. What role for testing? International Journal of Bilingual Education and Bilingualism, 8 (2 and 3), 196–212.
Elder, C.
(
1997)
The background speaker as learner of Chinese, Italian and Modern Greek: Implications for “foreign” language assessment. Ph.D. thesis, Melbourne: Department of Linguistics and Applied Linguistics, University of Melbourne.
Fenstermacher, G.D.
(
1994)
The knower and the known. The nature of knowledge in research on teaching. In
L. Darling-Hammond (Ed.),
Review of research in education. (pp. 3–56). Washington DC: American Educational Research Associations.
Harris, R.; Leung, C.; Rampton, B.
(
2002)
Globalisation, diaspora and language education in England. In
Block, D.;
Cameron, D. (Eds.),
Globalisation and language teaching. (pp. 29–46). London: Routledge.
Kinginger, C.
(
2004)
Alice doesn’t live here anymore: Foreign language learning and identity reconstruction. In
Pavlenko, A.;
Blackledge, A. (Eds.),
Negotiation of identities in multilingual contexts. (pp. 219–242). Clevedon: Multilingual Matters.
Kramsch, C.
(
1995)
The cultural component of language teaching.
Language, Culture and Curriculum, 8 (2), 83–92.
Kramsch, C.; Thorne, S.L.
(
2002)
Foreign language learning as global communicative practice. In
Block, D.;
Cameron, D. (Eds.),
Globalisation and language teaching. (pp. 83–100). London: Routledge.
Kubota, R.
(
2002)
The impact of globalisation on language teaching in Japan. In
Block, D.;
Cameron, D. (Eds.),
Globalisation and language teaching. (pp. 13–28). London: Routledge.
Lemke, J.L.
(
2002)
Language development and identity: Multiple timescales in the ecology of learning. In
C. Kramsch (Ed.),
Language acquisition and language socialization. Ecological perspectives. (pp. 68–87). London: Continuum.
Liddicoat, A.; Papademetre, L.; Scarino, A.; Kohler, M.
(
2003)
Report on intercultural language learning. Canberra: Department of Education, Science and Training.
Lo Bianco, J.
(
1987)
National policy on languages. Canberra: Australian Government Publishing Service.
MCEETYA (Ministerial Council on Education, Employment, Training and Youth Affairs) (
2005)
National statement for languages education in Australian schools. National plan for languages in Australian schools, 2005–2008. Canberra: Department of Education, Science and Training.
Mercurio, A.
(
2005)
Twenty years of national collaboration in language assessment at upper secondary level: Lessons learned. Paper presented to the Annual ACACA Conference. Canberra, 10–12 August 2005.
Mercurio, A.; Scarino, A.
(
2005)
Heritage languages at upper secondary level in South Australia. A struggle for legitimacy.
International Journal of Bilingual Education and Bilingualism, 8 (2 and 3), 145–159.
Musgrove, F.
(
1968)
The contribution of sociology to the study of curriculum. In
J.F. Kerr (Ed.),
Changing the curriculum. (pp. 37–49). London: University of London Press.
Ozolins, U.
(
1993)
The politics of language in Australia. Cambridge: Cambridge University Press.
Scarino, A.
(
2005)
Introspection and retrospection as windows on teacher knowledge, values and ethical dispositions. In
D.J. Tedick (Ed.),
Second language teacher education. International perspectives. (pp. 33–52). Mahwah, New Jersey: Lawrence Erlbaum Associates Pub.
Scarino, A.; Papademetre, L.
(
2001)
Ideologies, languages, policies: Australia’s ambivalent relationship with learning to communicate in “other” languages. In
Lo Bianco, J.;
Wickert, R. (eds)
Australian policy activism in language and literacy. (pp. 305–324). Canberra: Language Australia.
Scarino, A.; Vale, D.; McKay, P.; Clark, J.
(
1988)
The Australian language levels (ALL) guidelines. Canberra: Curriculum Development Centre (Now Melbourne: Curriculum Corporation of Australia).
Senior Secondary Assessment Board of South Australia – SSABSA (
1989)
A national assessment framework for languages at senior secondary level. Adelaide: SSABSA.
Sfard, A.
(
1998) On two metaphors for learning and the dangers of choosing just one.
Educational Researcher, 27 (2), 4–13.
Woods, D.
(
1996)
Teacher cognition in language teaching. Beliefs, decision-making and classroom practice. Cambridge: Cambridge University Press.
Cited by (3)
Cited by 3 other publications
Harbon, Lesley
2022.
An Arts-Informed Teacher Identity for Intercultural Language Teaching. In
Theory and Practice in Second Language Teacher Identity [
Educational Linguistics, 57],
► pp. 89 ff.
Oliver, Rhonda, Honglin Chen & Stephen Moore
2016.
Review of selected research in applied linguistics published in Australia (2008–2014).
Language Teaching 49:4
► pp. 513 ff.
Hasegawa, Hiroshi
2014.
Towards the Establishment of a WACE Examination in Japanese as a Heritage Language: Critical Perspectives. In
Critical Perspectives on Language Education [
Multilingual Education, 11],
► pp. 141 ff.
This list is based on CrossRef data as of 5 july 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers.
Any errors therein should be reported to them.