Linguistics for Intercultural Education

Editors
| University of Helsinki
| University of South Australia
HardboundAvailable
ISBN 9789027213075 | EUR 95.00 | USD 143.00
 
PaperbackAvailable
ISBN 9789027213082 | EUR 33.00 | USD 49.95
 
e-Book
ISBN 9789027272355 | EUR 95.00/33.00*
| USD 143.00/49.95*
 
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
Table of Contents
Introduction: Linguistics for intercultural education
Fred Dervin and Anthony J. Liddicoat
1–25
Part I. Developing intercultural competence through the use of linguistics
Avoiding the essentialist trap in intercultural education: Using critical discourse analysis to read nationalist ideologies in the language classroom
Debbie Cole and Bryan Meadows
29–47
Linking learning objectives of linguistic savoir-faire and intercultural competence in mobility experiences of teacher trainees
Mirjam Egli Cuenat and Lukas Bleichenbacher
49–69
A place for pragmatics in intercultural teaching and learning
Troy McConachy
71–85
Strategy-based learning of pragmatics for intercultural education
Andrew D. Cohen and Julie M. Sykes
87–111
Making the ‘invisible’ visible: A conversation analytic approach to intercultural teaching and learning in the Chinese Mandarin language classroom
Yan Yan Wang and Johanna Rendle-Short
113–136
Part II. Linguistics for studying interculturality in language education
Language teachers and learners interpreting the world: Identifying intercultural development in language classroom discourse
Lesley A. Harbon and Robyn Moloney
139–159
Constructing a relationship to otherness in web-based exchanges for language and culture learning
Virginie Trémion
161–174
Complex and symbolic discursive encounters for intercultural education in plurilingual times
Julie Byrd Clark and Sofia Stratilaki
175–196
Index
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.”
“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.”
“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.”
“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!”
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This list is based on CrossRef data as of 02 july 2020. 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
BIC Subject: CJA – Language teaching theory & methods
BISAC Subject: FOR000000 – FOREIGN LANGUAGE STUDY / General
U.S. Library of Congress Control Number:  2012042206