Linguistics for Intercultural Education
Editors
The issue of intercultural learning has been tackled, amongst others, in the fields of education, language education and applied linguistics. In spite of the extensive literature on the subject, there is still much which needs to be done to address the ways in which linguistics itself can contribute to intercultural education. The 8 chapters by internationally-renowned scholars highlight different ways of using it both in the classroom and in researching intercultural education. The following approaches are covered: Critical Discourse Analysis, Énonciation, Conversation Analysis and Pragmatics. The introduction to the volume also offers a useful and comprehensive survey of the debates around the polysemic notion of the ‘intercultural’. The book will appeal to an international readership of students, scholars and professionals across a wide range of disciplines, interested in making intercultural education more effective.
[Language Learning & Language Teaching, 33] 2013. vi, 201 pp.
Publishing status: Available
© John Benjamins Publishing Company
Table of Contents
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Introduction: Linguistics for intercultural educationFred Dervin and Anthony J. Liddicoat | pp. 1–25
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Part I. Developing intercultural competence through the use of linguistics
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Avoiding the essentialist trap in intercultural education: Using critical discourse analysis to read nationalist ideologies in the language classroomDebbie Cole and Bryan Meadows | pp. 29–47
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Linking learning objectives of linguistic savoir-faire and intercultural competence in mobility experiences of teacher traineesMirjam Egli Cuenat and Lukas Bleichenbacher | pp. 49–69
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A place for pragmatics in intercultural teaching and learningTroy McConachy | pp. 71–85
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Strategy-based learning of pragmatics for intercultural educationAndrew D. Cohen and Julie M. Sykes | pp. 87–111
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Making the ‘invisible’ visible: A conversation analytic approach to intercultural teaching and learning in the Chinese Mandarin language classroomYan Yan Wang and Johanna Rendle-Short | pp. 113–136
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Part II. Linguistics for studying interculturality in language education
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Language teachers and learners interpreting the world: Identifying intercultural development in language classroom discourseLesley A. Harbon and Robyn Moloney | pp. 139–159
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Constructing a relationship to otherness in web-based exchanges for language and culture learningVirginie Trémion | pp. 161–174
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Complex and symbolic discursive encounters for intercultural education in plurilingual timesJulie Byrd Clark and Sofia Stratilaki | pp. 175–196
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Index | pp. 197–201
“This fascinating and timely book fills a gap between the field of intercultural education and the field of linguistics. Taking its point of departure in a non-essentialist view of culture, interculturality and language, the volume makes clear how the two fields can cross-fertilize each other in many different ways. Among the linguistic disciplines and approaches dealt with are intercultural pragmatics, conversation analysis, discourse analysis and dialogism. In a series of illuminating chapters the reader is invited to reflect on different roles for linguistics in relation to intercultural learning, with a focus on formal educational settings.”
Karen Risager, Roskilde University
“Fred Dervin and Anthony J. Liddicoat have always emphasized in their work that plurilingualism and pluriculturalism are norms in our globalized world and that it is thus urgent to develop ways of making intercultural education more effective. By proposing dynamic, complex and convincing linguistic approaches to the 'intercultural' in this volume, the authors confirm the importance of language in preparing students for intercultural encounters.”
Nathalie Auger, University of Montpellier
“From an intercultural perspective, I believe that this volume is very informative for an international readership since the chapters included follow a range of approaches to linguistic analysis and address quite different contexts of interculturality. What is very interesting is that, within this wealth of diversity, four main ways emerge, in which linguistics has been shown to have a role in intercultural education during the learning process: as affordances for learning, as processes for learning, as processes of evaluation, and as accounts of teaching.”
Nektaria Palaiologou, School of Education-University of Western Macedonia
“At long last, this is an excellent, long-awaited and welcome development in the field. The authors have taken seriously the idea that linguistics should enrich the study of intercultural education. Well done to the authors on this substantial achievement!”
Martine Abdallah-Pretceille, Universities of Paris, France
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This list is based on CrossRef data as of 24 october 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.
Subjects
Main BIC Subject
CJA: Language teaching theory & methods
Main BISAC Subject
FOR000000: FOREIGN LANGUAGE STUDY / General