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John Benjamins Publishing Company
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201608250422
ONIX title feed
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Language Learning & Language Teaching
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Linguistics for Intercultural Education
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lllt.33
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1
B01
Fred Dervin
Dervin, Fred
Fred
Dervin
University of Helsinki
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B01
Anthony J. Liddicoat
Liddicoat, Anthony J.
Anthony J.
Liddicoat
University of South Australia
01
eng
207
vi
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Applied linguistics
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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.
05
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
05
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
05
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
05
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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Introduction
Linguistics for intercultural education
1
A01
Fred Dervin
Dervin, Fred
Fred
Dervin
University of Helsinki
2
A01
Anthony J. Liddicoat
Liddicoat, Anthony J.
Anthony J.
Liddicoat
University of South Australia
10
01
JB code
lllt.33.02p1
Section header
2
01
Part I. Developing intercultural competence through the use of linguistics
10
01
JB code
lllt.33.03col
29
47
19
Article
3
01
Avoiding the essentialist trap in intercultural education
Using critical discourse analysis to read nationalist ideologies in the language classroom
1
A01
Debbie Cole
Cole, Debbie
Debbie
Cole
University of Texas-Pan American
2
A01
Bryan Meadows
Meadows, Bryan
Bryan
Meadows
Farleigh Dickinson University
01
Even though intercultural educators recognize that essentialism is detrimental to their goals, their delivery of course content to students continues to be criticized for being mired in essentialized notions of “nation” and “culture”. Holliday (2011) argues that we construct essentialist discourses and practices to protect nationalist ideals and standards because doing so benefits the researchers, teachers and students who also benefit from the maintenance of global, national, and local inequalities. It is thus very difficult to articulate and practice alternatives to “nationalist standard practices” (Meadows 2009), though we may be well aware that continuing to perpetuate essentialist visions of the world is unethical. Our goal in this chapter is to articulate one step out of this “essentialist trap”. We demonstrate how the tools of linguistics, specifically Critical Discourse Analysis (CDA), can be used to surface three discursive processes (objectification, prescription, and alignment) which are commonly used to reproduce essentialism in language instruction. Awareness of these processes sheds light on how discourse in typical language classrooms constructs monolithic, essentialized views of languages and cultures. Discourse data from an Indonesian language classroom demonstrates how these very same processes can alternatively operate to circumvent the limitations on diversity posed by nationalism. We argue that when students and teachers acquire the ability to make use of CDA to identify linguistic practices in the classroom as products of common, underlying discursive processes, they also acquire the grounds for imagining and enacting alternatives to nationalist essentialising. Such awareness, we contend, can lead to an intercultural education that is more equitable, ethical, and timely.
10
01
JB code
lllt.33.04egl
49
69
21
Article
4
01
Linking learning objectives of linguistic savoir-faire and intercultural competence in mobility experiences of teacher trainees
1
A01
Mirjam Egli Cuenat
Egli Cuenat, Mirjam
Mirjam
Egli Cuenat
University of Teacher Education St. Gallen
2
A01
Lukas Bleichenbacher
Bleichenbacher, Lukas
Lukas
Bleichenbacher
University of Teacher Education St. Gallen
01
This paper presents a small-scale study to determine how the categories of Beacco’s (2004) proposals for intercultural competence compare with linguistic competence as specified by the CEFR. Implementing a broad intercultural perspective such as defined by Byram (1997, 2008 inter alia) into foreign language education is clearly a great challenge for curriculum planners and teacher educators. The Council of Europe’s (CoE) Common European Framework of Reference descriptors of communicative competence, widely used in curriculum design and teacher education across Europe, are benefitting from a high pedagogical and political legitimacy (Policy Forum CoE 2007). Hence, the formulation of intercultural learning objectives, related as closely as possible to the well-known level descriptions of linguistic proficiency of the CEFR, could be a valuable way of promoting the intercultural dimension on a broad basis. Beacco’s reference descriptions of cultural competences (“référentiel de compétences culturelles” 2004) is very promising yet not well known in this regard. In our chapter, we will focus on his description of linguistic savoir faire linked to intercultural competence of teacher trainees spending time abroad, as an emblematic curricular element promoting intercultural and plurilingual competence. We will first review and assess previous work and debates on the linguistic correlates of intercultural competence, with a focus on communicative activities (savoir faire). We then test our insights against a corpus of interviews which encapsulates the intercultural experiences of a small group of foreign exchange students at a Swiss teacher education college, combining approaches from discourse analysis, conversational analysis and interactional sociolinguistics, such as proposed, for instance, by Brown & Lewinson (1988), Bronckart (1997), Traverso (2004), and Kasper & Omori (2010). Through the analysis of our data, our aims are to pinpoint meaningful and concrete discursive features corresponding to a selected sample of Beacco’s descriptors, and to show, more generally, how linguistic analysis can contribute to enroot, in a systematic way, the dimension of intercultural competence in foreign language learning and teaching.
10
01
JB code
lllt.33.05mcc
71
85
15
Article
5
01
A place for pragmatics in intercultural teaching and learning
A
place for pragmatics in intercultural teaching and learning
1
A01
Troy McConachy
McConachy, Troy
Troy
McConachy
01
This paper describes the way in which a small group of Japanese EFL learners engaged with pragmatics based ideas and texts as a part of a short course designed to raise intercultural awareness through language learning. The data within shows how students construct understandings and interpretations of language use in a textbook dialogue, upon which they explore their own cultural assumptions. The paper also pays attention to the teacher’s role in supporting intercultural learning, particularly through the use of questions and other scaffolding strategies.
10
01
JB code
lllt.33.06coh
87
111
25
Article
6
01
Strategy-based learning of pragmatics for intercultural education
1
A01
Andrew D. Cohen
Cohen, Andrew D.
Andrew D.
Cohen
University of Minnesota
2
A01
Julie M. Sykes
Sykes, Julie M.
Julie M.
Sykes
University of New Mexico
01
This chapter deals with an area that has come into its own in research on second language (L2) learning, namely,
that of language learner strategies, and, in this specific case, the application of strategies to the learning and performance
of L2 pragmatics. Consistent with the theme of this volume, the underlying concern is with the potentially important role of
strategies in heightening learners’ ability to make informed choices with regard to how they handle intercultural situations.
The focus is on assisting learners in developing a more robust repertoire of strategies for their handling of pragmatics within intercultural communication. The aim is to support learners in building a toolkit of common pragmatic options that can be used as they co-construct communication in a variety of intercultural interactions. To begin addressing these issues, a strategic approach to L2 pragmatics was included in the underpinnings of two online spaces – a website and an online virtual space, both intended for the learning of pragmatic behavior appropriate in a variety of Spanish-speaking contexts. A taxonomy of strategies for learning and performing L2 pragmatics was applied to the construction of a website, Dancing with Words, aimed at learning the pragmatics appropriate for Spanish-speaking world, with strategy material integrated into the website. Research was conducted by means of two studies, involving both this Spanish pragmatics website and a synthetic immersive environment (SIE), Croquelandia, which was designed as a 3-D immersive space for the learning of pragmatic behaviors in Spanish. Results showed some reported differences in strategy use in the two different kinds of digital environments, with the finding of most relevance to the notion of intercultural education discussed in this volume being that in the SIE learners reported an increased use of metapragmatic strategies for dealing with L2 pragmatics. This finding highlighted the role of strategies in making informed choices about pragmatics.
10
01
JB code
lllt.33.07wan
113
136
24
Article
7
01
Making the ‘invisible’ visible
A conversation analytic approach to intercultural teaching and learning in the Chinese Mandarin language classroom
1
A01
Yan Yan Wang
Wang, Yan Yan
Yan Yan
Wang
Australian National University
2
A01
Johanna Rendle-Short
Rendle-Short, Johanna
Johanna
Rendle-Short
Australian National University
01
This chapter demonstrates how conversation analysis or talk-in-interaction can be utilized in the language classroom in order to promote intercultural language learning. It shows how tertiary Mandarin language students can be given the techniques and opportunities to reflectively examine their own culture and its intersection with other cultures. It uses intercultural pragmatics and conversation analysis to examine the Chinese Mandarin ni hao ma (‘how are you’) in an oral Chinese language test. The chapter contrasts two groups of Chinese Mandarin learners, one of which received intercultural training in the use of ni hao ma during telephone openings and the other group who didn’t receive any intercultural language teaching. The chapter illustrates how language learners can reflexively examine their language use and demonstrates ways of encouraging language learners to think about hidden cultural assumptions within their own talk and language.
10
01
JB code
lllt.33.08p2
Section header
8
01
Part II. Linguistics for studying interculturality in language education
10
01
JB code
lllt.33.09har
139
159
21
Article
9
01
Language teachers and learners interpreting the world
Identifying intercultural development in language classroom discourse
1
A01
Lesley A. Harbon
Harbon, Lesley A.
Lesley A.
Harbon
The University of Sydney
2
A01
Robyn Moloney
Moloney, Robyn
Robyn
Moloney
Macquarie University
01
For better or for worse, neither linguistics nor applied linguistics are mandatory in the pre- or in-service education of Australia’s language teachers. It may therefore be serendipitous that a teacher of languages and cultures in an Australian school can access techniques from the domain of applied linguistics to apply to issues arising in the languages classroom. The invitation in this volume to examine the nexus between intercultural language education and applied linguistics has challenged us to examine what may be possible when a simple strategy is employed. In this paper we examine classroom data from a junior secondary school Spanish classroom and superimpose a linguistic frame – the linguistic turn in the linguistic exchange – to examine teacher talk and turn-taking and its relationship with construction of intercultural understanding in students. Building on the work undertaken on the evaluative exchange and turn-taking (Edwards & Westgate 1994), we analyse existing data from one of our studies in the past three years (Moloney & Harbon 2010a). We posit that teacher awareness of the linguistic aspects of classroom discourse can highlight the intercultural negotiation of meaning-making in a foreign language classroom.
10
01
JB code
lllt.33.10tre
161
174
14
Article
10
01
Constructing a relationship to otherness in web-based exchanges for language and culture learning
1
A01
Virginie Trémion
Trémion, Virginie
Virginie
Trémion
01
This study aims at demonstrating the relevance of linguistics for studying learning in online intercultural education. Adopting a critical approach to the ‘intercultural’, the chapter is based on the perceptions of French and American students who participated in Cultura, an online exchange program with a cultural objective. The program was created at the MIT and has been replicated and adapted in many international institutions. During the exchanges, the students were asked to explore the links between culture and communication using a comparative approach. This article examines how linguistic theories (so-called French Discourse Analysis) can reveal the construction of alterity – the link between the self and other – in the students’ discourses while they negotiate and co-construct French and American cultures.
10
01
JB code
lllt.33.11byr
175
196
22
Article
11
01
Complex and symbolic discursive encounters for intercultural education in plurilingual times
1
A01
Julie Byrd Clark
Byrd Clark, Julie
Julie
Byrd Clark
Western University
2
A01
Sofia Stratilaki
Stratilaki, Sofia
Sofia
Stratilaki
Université Sorbonne Nouvelle – Paris 3
01
The goal of this chapter is to present some new ways of conceptualizing linguistic competence in relation to intercultural education. With the impact of globalization, immigration, new technologies, and the competitiveness of national and international markets, multilingualism represents the practical norm. It has been deemed a tool for local integration and international mobility. In the school context, the question of a plurilingual and pluricultural identity has also become important and research incorporating language biographies has tended to focus on the subjective view of linguistic and cultural learning and on the significance of the interaction of identities (Inter, an indicator of relationship and not of a simple juxtaposition). It is this plurality or notion of plurilingual competence that is of issue and holds significance in this chapter, particularly as regards intercultural education. In drawing upon an interdisciplinary approach, which combines sociolinguistic, psycholinguistic, and educational perspectives, we demonstrate how linguistics has much to offer intercultural education today.
10
01
JB code
lllt.33.12ind
197
201
5
Miscellaneous
12
01
Index
02
JBENJAMINS
John Benjamins Publishing Company
01
John Benjamins Publishing Company
Amsterdam/Philadelphia
NL
04
20130424
2013
John Benjamins
02
WORLD
13
15
9789027213075
01
JB
3
John Benjamins e-Platform
03
jbe-platform.com
09
WORLD
21
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Institutional price
00
95.00
EUR
R
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05
Consumer price
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33.00
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Institutional price
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80.00
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Consumer price
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28.00
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Z
01
06
Institutional price
inst
00
143.00
USD
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cons
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49.95
USD
S
238008474
03
01
01
JB
John Benjamins Publishing Company
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JB code
LL< 33 Hb
15
9789027213075
13
2012042206
BB
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LL<
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1569-9471
Language Learning & Language Teaching
33
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Linguistics for Intercultural Education
01
lllt.33
01
https://benjamins.com
02
https://benjamins.com/catalog/lllt.33
1
B01
Fred Dervin
Dervin, Fred
Fred
Dervin
University of Helsinki
2
B01
Anthony J. Liddicoat
Liddicoat, Anthony J.
Anthony J.
Liddicoat
University of South Australia
01
eng
207
vi
201
FOR000000
v.2006
CJA
2
24
JB Subject Scheme
LIN.APPL
Applied linguistics
24
JB Subject Scheme
LIN.LA
Language acquisition
24
JB Subject Scheme
LIN.EDUC
Language teaching
06
01
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.
05
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
05
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
05
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
05
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
04
09
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Introduction
Linguistics for intercultural education
1
A01
Fred Dervin
Dervin, Fred
Fred
Dervin
University of Helsinki
2
A01
Anthony J. Liddicoat
Liddicoat, Anthony J.
Anthony J.
Liddicoat
University of South Australia
10
01
JB code
lllt.33.02p1
Section header
2
01
Part I. Developing intercultural competence through the use of linguistics
10
01
JB code
lllt.33.03col
29
47
19
Article
3
01
Avoiding the essentialist trap in intercultural education
Using critical discourse analysis to read nationalist ideologies in the language classroom
1
A01
Debbie Cole
Cole, Debbie
Debbie
Cole
University of Texas-Pan American
2
A01
Bryan Meadows
Meadows, Bryan
Bryan
Meadows
Farleigh Dickinson University
01
Even though intercultural educators recognize that essentialism is detrimental to their goals, their delivery of course content to students continues to be criticized for being mired in essentialized notions of “nation” and “culture”. Holliday (2011) argues that we construct essentialist discourses and practices to protect nationalist ideals and standards because doing so benefits the researchers, teachers and students who also benefit from the maintenance of global, national, and local inequalities. It is thus very difficult to articulate and practice alternatives to “nationalist standard practices” (Meadows 2009), though we may be well aware that continuing to perpetuate essentialist visions of the world is unethical. Our goal in this chapter is to articulate one step out of this “essentialist trap”. We demonstrate how the tools of linguistics, specifically Critical Discourse Analysis (CDA), can be used to surface three discursive processes (objectification, prescription, and alignment) which are commonly used to reproduce essentialism in language instruction. Awareness of these processes sheds light on how discourse in typical language classrooms constructs monolithic, essentialized views of languages and cultures. Discourse data from an Indonesian language classroom demonstrates how these very same processes can alternatively operate to circumvent the limitations on diversity posed by nationalism. We argue that when students and teachers acquire the ability to make use of CDA to identify linguistic practices in the classroom as products of common, underlying discursive processes, they also acquire the grounds for imagining and enacting alternatives to nationalist essentialising. Such awareness, we contend, can lead to an intercultural education that is more equitable, ethical, and timely.
10
01
JB code
lllt.33.04egl
49
69
21
Article
4
01
Linking learning objectives of linguistic savoir-faire and intercultural competence in mobility experiences of teacher trainees
1
A01
Mirjam Egli Cuenat
Egli Cuenat, Mirjam
Mirjam
Egli Cuenat
University of Teacher Education St. Gallen
2
A01
Lukas Bleichenbacher
Bleichenbacher, Lukas
Lukas
Bleichenbacher
University of Teacher Education St. Gallen
01
This paper presents a small-scale study to determine how the categories of Beacco’s (2004) proposals for intercultural competence compare with linguistic competence as specified by the CEFR. Implementing a broad intercultural perspective such as defined by Byram (1997, 2008 inter alia) into foreign language education is clearly a great challenge for curriculum planners and teacher educators. The Council of Europe’s (CoE) Common European Framework of Reference descriptors of communicative competence, widely used in curriculum design and teacher education across Europe, are benefitting from a high pedagogical and political legitimacy (Policy Forum CoE 2007). Hence, the formulation of intercultural learning objectives, related as closely as possible to the well-known level descriptions of linguistic proficiency of the CEFR, could be a valuable way of promoting the intercultural dimension on a broad basis. Beacco’s reference descriptions of cultural competences (“référentiel de compétences culturelles” 2004) is very promising yet not well known in this regard. In our chapter, we will focus on his description of linguistic savoir faire linked to intercultural competence of teacher trainees spending time abroad, as an emblematic curricular element promoting intercultural and plurilingual competence. We will first review and assess previous work and debates on the linguistic correlates of intercultural competence, with a focus on communicative activities (savoir faire). We then test our insights against a corpus of interviews which encapsulates the intercultural experiences of a small group of foreign exchange students at a Swiss teacher education college, combining approaches from discourse analysis, conversational analysis and interactional sociolinguistics, such as proposed, for instance, by Brown & Lewinson (1988), Bronckart (1997), Traverso (2004), and Kasper & Omori (2010). Through the analysis of our data, our aims are to pinpoint meaningful and concrete discursive features corresponding to a selected sample of Beacco’s descriptors, and to show, more generally, how linguistic analysis can contribute to enroot, in a systematic way, the dimension of intercultural competence in foreign language learning and teaching.
10
01
JB code
lllt.33.05mcc
71
85
15
Article
5
01
A place for pragmatics in intercultural teaching and learning
A
place for pragmatics in intercultural teaching and learning
1
A01
Troy McConachy
McConachy, Troy
Troy
McConachy
01
This paper describes the way in which a small group of Japanese EFL learners engaged with pragmatics based ideas and texts as a part of a short course designed to raise intercultural awareness through language learning. The data within shows how students construct understandings and interpretations of language use in a textbook dialogue, upon which they explore their own cultural assumptions. The paper also pays attention to the teacher’s role in supporting intercultural learning, particularly through the use of questions and other scaffolding strategies.
10
01
JB code
lllt.33.06coh
87
111
25
Article
6
01
Strategy-based learning of pragmatics for intercultural education
1
A01
Andrew D. Cohen
Cohen, Andrew D.
Andrew D.
Cohen
University of Minnesota
2
A01
Julie M. Sykes
Sykes, Julie M.
Julie M.
Sykes
University of New Mexico
01
This chapter deals with an area that has come into its own in research on second language (L2) learning, namely,
that of language learner strategies, and, in this specific case, the application of strategies to the learning and performance
of L2 pragmatics. Consistent with the theme of this volume, the underlying concern is with the potentially important role of
strategies in heightening learners’ ability to make informed choices with regard to how they handle intercultural situations.
The focus is on assisting learners in developing a more robust repertoire of strategies for their handling of pragmatics within intercultural communication. The aim is to support learners in building a toolkit of common pragmatic options that can be used as they co-construct communication in a variety of intercultural interactions. To begin addressing these issues, a strategic approach to L2 pragmatics was included in the underpinnings of two online spaces – a website and an online virtual space, both intended for the learning of pragmatic behavior appropriate in a variety of Spanish-speaking contexts. A taxonomy of strategies for learning and performing L2 pragmatics was applied to the construction of a website, Dancing with Words, aimed at learning the pragmatics appropriate for Spanish-speaking world, with strategy material integrated into the website. Research was conducted by means of two studies, involving both this Spanish pragmatics website and a synthetic immersive environment (SIE), Croquelandia, which was designed as a 3-D immersive space for the learning of pragmatic behaviors in Spanish. Results showed some reported differences in strategy use in the two different kinds of digital environments, with the finding of most relevance to the notion of intercultural education discussed in this volume being that in the SIE learners reported an increased use of metapragmatic strategies for dealing with L2 pragmatics. This finding highlighted the role of strategies in making informed choices about pragmatics.
10
01
JB code
lllt.33.07wan
113
136
24
Article
7
01
Making the ‘invisible’ visible
A conversation analytic approach to intercultural teaching and learning in the Chinese Mandarin language classroom
1
A01
Yan Yan Wang
Wang, Yan Yan
Yan Yan
Wang
Australian National University
2
A01
Johanna Rendle-Short
Rendle-Short, Johanna
Johanna
Rendle-Short
Australian National University
01
This chapter demonstrates how conversation analysis or talk-in-interaction can be utilized in the language classroom in order to promote intercultural language learning. It shows how tertiary Mandarin language students can be given the techniques and opportunities to reflectively examine their own culture and its intersection with other cultures. It uses intercultural pragmatics and conversation analysis to examine the Chinese Mandarin ni hao ma (‘how are you’) in an oral Chinese language test. The chapter contrasts two groups of Chinese Mandarin learners, one of which received intercultural training in the use of ni hao ma during telephone openings and the other group who didn’t receive any intercultural language teaching. The chapter illustrates how language learners can reflexively examine their language use and demonstrates ways of encouraging language learners to think about hidden cultural assumptions within their own talk and language.
10
01
JB code
lllt.33.08p2
Section header
8
01
Part II. Linguistics for studying interculturality in language education
10
01
JB code
lllt.33.09har
139
159
21
Article
9
01
Language teachers and learners interpreting the world
Identifying intercultural development in language classroom discourse
1
A01
Lesley A. Harbon
Harbon, Lesley A.
Lesley A.
Harbon
The University of Sydney
2
A01
Robyn Moloney
Moloney, Robyn
Robyn
Moloney
Macquarie University
01
For better or for worse, neither linguistics nor applied linguistics are mandatory in the pre- or in-service education of Australia’s language teachers. It may therefore be serendipitous that a teacher of languages and cultures in an Australian school can access techniques from the domain of applied linguistics to apply to issues arising in the languages classroom. The invitation in this volume to examine the nexus between intercultural language education and applied linguistics has challenged us to examine what may be possible when a simple strategy is employed. In this paper we examine classroom data from a junior secondary school Spanish classroom and superimpose a linguistic frame – the linguistic turn in the linguistic exchange – to examine teacher talk and turn-taking and its relationship with construction of intercultural understanding in students. Building on the work undertaken on the evaluative exchange and turn-taking (Edwards & Westgate 1994), we analyse existing data from one of our studies in the past three years (Moloney & Harbon 2010a). We posit that teacher awareness of the linguistic aspects of classroom discourse can highlight the intercultural negotiation of meaning-making in a foreign language classroom.
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JB code
lllt.33.10tre
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174
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Article
10
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Constructing a relationship to otherness in web-based exchanges for language and culture learning
1
A01
Virginie Trémion
Trémion, Virginie
Virginie
Trémion
01
This study aims at demonstrating the relevance of linguistics for studying learning in online intercultural education. Adopting a critical approach to the ‘intercultural’, the chapter is based on the perceptions of French and American students who participated in Cultura, an online exchange program with a cultural objective. The program was created at the MIT and has been replicated and adapted in many international institutions. During the exchanges, the students were asked to explore the links between culture and communication using a comparative approach. This article examines how linguistic theories (so-called French Discourse Analysis) can reveal the construction of alterity – the link between the self and other – in the students’ discourses while they negotiate and co-construct French and American cultures.
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196
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11
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Complex and symbolic discursive encounters for intercultural education in plurilingual times
1
A01
Julie Byrd Clark
Byrd Clark, Julie
Julie
Byrd Clark
Western University
2
A01
Sofia Stratilaki
Stratilaki, Sofia
Sofia
Stratilaki
Université Sorbonne Nouvelle – Paris 3
01
The goal of this chapter is to present some new ways of conceptualizing linguistic competence in relation to intercultural education. With the impact of globalization, immigration, new technologies, and the competitiveness of national and international markets, multilingualism represents the practical norm. It has been deemed a tool for local integration and international mobility. In the school context, the question of a plurilingual and pluricultural identity has also become important and research incorporating language biographies has tended to focus on the subjective view of linguistic and cultural learning and on the significance of the interaction of identities (Inter, an indicator of relationship and not of a simple juxtaposition). It is this plurality or notion of plurilingual competence that is of issue and holds significance in this chapter, particularly as regards intercultural education. In drawing upon an interdisciplinary approach, which combines sociolinguistic, psycholinguistic, and educational perspectives, we demonstrate how linguistics has much to offer intercultural education today.
10
01
JB code
lllt.33.12ind
197
201
5
Miscellaneous
12
01
Index
02
JBENJAMINS
John Benjamins Publishing Company
01
John Benjamins Publishing Company
Amsterdam/Philadelphia
NL
04
20130424
2013
John Benjamins
02
WORLD
01
245
mm
02
164
mm
08
515
gr
01
JB
1
John Benjamins Publishing Company
+31 20 6304747
+31 20 6739773
bookorder@benjamins.nl
01
https://benjamins.com
01
WORLD
US CA MX
21
4
22
01
02
JB
1
00
95.00
EUR
R
02
02
JB
1
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100.70
EUR
R
01
JB
10
bebc
+44 1202 712 934
+44 1202 712 913
sales@bebc.co.uk
03
GB
21
22
02
02
JB
1
00
80.00
GBP
Z
01
JB
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John Benjamins North America
+1 800 562-5666
+1 703 661-1501
benjamins@presswarehouse.com
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https://benjamins.com
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US CA MX
21
22
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gen
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143.00
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430008479
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LL< 33 Pb
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9789027213082
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2012042206
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LL<
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1569-9471
Language Learning & Language Teaching
33
01
Linguistics for Intercultural Education
01
lllt.33
01
https://benjamins.com
02
https://benjamins.com/catalog/lllt.33
1
B01
Fred Dervin
Dervin, Fred
Fred
Dervin
University of Helsinki
2
B01
Anthony J. Liddicoat
Liddicoat, Anthony J.
Anthony J.
Liddicoat
University of South Australia
01
eng
207
vi
201
FOR000000
v.2006
CJA
2
24
JB Subject Scheme
LIN.APPL
Applied linguistics
24
JB Subject Scheme
LIN.LA
Language acquisition
24
JB Subject Scheme
LIN.EDUC
Language teaching
06
01
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.
05
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
05
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
05
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
05
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
04
09
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lllt.33.01der
1
25
25
Article
1
01
Introduction
Linguistics for intercultural education
1
A01
Fred Dervin
Dervin, Fred
Fred
Dervin
University of Helsinki
2
A01
Anthony J. Liddicoat
Liddicoat, Anthony J.
Anthony J.
Liddicoat
University of South Australia
10
01
JB code
lllt.33.02p1
Section header
2
01
Part I. Developing intercultural competence through the use of linguistics
10
01
JB code
lllt.33.03col
29
47
19
Article
3
01
Avoiding the essentialist trap in intercultural education
Using critical discourse analysis to read nationalist ideologies in the language classroom
1
A01
Debbie Cole
Cole, Debbie
Debbie
Cole
University of Texas-Pan American
2
A01
Bryan Meadows
Meadows, Bryan
Bryan
Meadows
Farleigh Dickinson University
01
Even though intercultural educators recognize that essentialism is detrimental to their goals, their delivery of course content to students continues to be criticized for being mired in essentialized notions of “nation” and “culture”. Holliday (2011) argues that we construct essentialist discourses and practices to protect nationalist ideals and standards because doing so benefits the researchers, teachers and students who also benefit from the maintenance of global, national, and local inequalities. It is thus very difficult to articulate and practice alternatives to “nationalist standard practices” (Meadows 2009), though we may be well aware that continuing to perpetuate essentialist visions of the world is unethical. Our goal in this chapter is to articulate one step out of this “essentialist trap”. We demonstrate how the tools of linguistics, specifically Critical Discourse Analysis (CDA), can be used to surface three discursive processes (objectification, prescription, and alignment) which are commonly used to reproduce essentialism in language instruction. Awareness of these processes sheds light on how discourse in typical language classrooms constructs monolithic, essentialized views of languages and cultures. Discourse data from an Indonesian language classroom demonstrates how these very same processes can alternatively operate to circumvent the limitations on diversity posed by nationalism. We argue that when students and teachers acquire the ability to make use of CDA to identify linguistic practices in the classroom as products of common, underlying discursive processes, they also acquire the grounds for imagining and enacting alternatives to nationalist essentialising. Such awareness, we contend, can lead to an intercultural education that is more equitable, ethical, and timely.
10
01
JB code
lllt.33.04egl
49
69
21
Article
4
01
Linking learning objectives of linguistic savoir-faire and intercultural competence in mobility experiences of teacher trainees
1
A01
Mirjam Egli Cuenat
Egli Cuenat, Mirjam
Mirjam
Egli Cuenat
University of Teacher Education St. Gallen
2
A01
Lukas Bleichenbacher
Bleichenbacher, Lukas
Lukas
Bleichenbacher
University of Teacher Education St. Gallen
01
This paper presents a small-scale study to determine how the categories of Beacco’s (2004) proposals for intercultural competence compare with linguistic competence as specified by the CEFR. Implementing a broad intercultural perspective such as defined by Byram (1997, 2008 inter alia) into foreign language education is clearly a great challenge for curriculum planners and teacher educators. The Council of Europe’s (CoE) Common European Framework of Reference descriptors of communicative competence, widely used in curriculum design and teacher education across Europe, are benefitting from a high pedagogical and political legitimacy (Policy Forum CoE 2007). Hence, the formulation of intercultural learning objectives, related as closely as possible to the well-known level descriptions of linguistic proficiency of the CEFR, could be a valuable way of promoting the intercultural dimension on a broad basis. Beacco’s reference descriptions of cultural competences (“référentiel de compétences culturelles” 2004) is very promising yet not well known in this regard. In our chapter, we will focus on his description of linguistic savoir faire linked to intercultural competence of teacher trainees spending time abroad, as an emblematic curricular element promoting intercultural and plurilingual competence. We will first review and assess previous work and debates on the linguistic correlates of intercultural competence, with a focus on communicative activities (savoir faire). We then test our insights against a corpus of interviews which encapsulates the intercultural experiences of a small group of foreign exchange students at a Swiss teacher education college, combining approaches from discourse analysis, conversational analysis and interactional sociolinguistics, such as proposed, for instance, by Brown & Lewinson (1988), Bronckart (1997), Traverso (2004), and Kasper & Omori (2010). Through the analysis of our data, our aims are to pinpoint meaningful and concrete discursive features corresponding to a selected sample of Beacco’s descriptors, and to show, more generally, how linguistic analysis can contribute to enroot, in a systematic way, the dimension of intercultural competence in foreign language learning and teaching.
10
01
JB code
lllt.33.05mcc
71
85
15
Article
5
01
A place for pragmatics in intercultural teaching and learning
A
place for pragmatics in intercultural teaching and learning
1
A01
Troy McConachy
McConachy, Troy
Troy
McConachy
01
This paper describes the way in which a small group of Japanese EFL learners engaged with pragmatics based ideas and texts as a part of a short course designed to raise intercultural awareness through language learning. The data within shows how students construct understandings and interpretations of language use in a textbook dialogue, upon which they explore their own cultural assumptions. The paper also pays attention to the teacher’s role in supporting intercultural learning, particularly through the use of questions and other scaffolding strategies.
10
01
JB code
lllt.33.06coh
87
111
25
Article
6
01
Strategy-based learning of pragmatics for intercultural education
1
A01
Andrew D. Cohen
Cohen, Andrew D.
Andrew D.
Cohen
University of Minnesota
2
A01
Julie M. Sykes
Sykes, Julie M.
Julie M.
Sykes
University of New Mexico
01
This chapter deals with an area that has come into its own in research on second language (L2) learning, namely,
that of language learner strategies, and, in this specific case, the application of strategies to the learning and performance
of L2 pragmatics. Consistent with the theme of this volume, the underlying concern is with the potentially important role of
strategies in heightening learners’ ability to make informed choices with regard to how they handle intercultural situations.
The focus is on assisting learners in developing a more robust repertoire of strategies for their handling of pragmatics within intercultural communication. The aim is to support learners in building a toolkit of common pragmatic options that can be used as they co-construct communication in a variety of intercultural interactions. To begin addressing these issues, a strategic approach to L2 pragmatics was included in the underpinnings of two online spaces – a website and an online virtual space, both intended for the learning of pragmatic behavior appropriate in a variety of Spanish-speaking contexts. A taxonomy of strategies for learning and performing L2 pragmatics was applied to the construction of a website, Dancing with Words, aimed at learning the pragmatics appropriate for Spanish-speaking world, with strategy material integrated into the website. Research was conducted by means of two studies, involving both this Spanish pragmatics website and a synthetic immersive environment (SIE), Croquelandia, which was designed as a 3-D immersive space for the learning of pragmatic behaviors in Spanish. Results showed some reported differences in strategy use in the two different kinds of digital environments, with the finding of most relevance to the notion of intercultural education discussed in this volume being that in the SIE learners reported an increased use of metapragmatic strategies for dealing with L2 pragmatics. This finding highlighted the role of strategies in making informed choices about pragmatics.
10
01
JB code
lllt.33.07wan
113
136
24
Article
7
01
Making the ‘invisible’ visible
A conversation analytic approach to intercultural teaching and learning in the Chinese Mandarin language classroom
1
A01
Yan Yan Wang
Wang, Yan Yan
Yan Yan
Wang
Australian National University
2
A01
Johanna Rendle-Short
Rendle-Short, Johanna
Johanna
Rendle-Short
Australian National University
01
This chapter demonstrates how conversation analysis or talk-in-interaction can be utilized in the language classroom in order to promote intercultural language learning. It shows how tertiary Mandarin language students can be given the techniques and opportunities to reflectively examine their own culture and its intersection with other cultures. It uses intercultural pragmatics and conversation analysis to examine the Chinese Mandarin ni hao ma (‘how are you’) in an oral Chinese language test. The chapter contrasts two groups of Chinese Mandarin learners, one of which received intercultural training in the use of ni hao ma during telephone openings and the other group who didn’t receive any intercultural language teaching. The chapter illustrates how language learners can reflexively examine their language use and demonstrates ways of encouraging language learners to think about hidden cultural assumptions within their own talk and language.
10
01
JB code
lllt.33.08p2
Section header
8
01
Part II. Linguistics for studying interculturality in language education
10
01
JB code
lllt.33.09har
139
159
21
Article
9
01
Language teachers and learners interpreting the world
Identifying intercultural development in language classroom discourse
1
A01
Lesley A. Harbon
Harbon, Lesley A.
Lesley A.
Harbon
The University of Sydney
2
A01
Robyn Moloney
Moloney, Robyn
Robyn
Moloney
Macquarie University
01
For better or for worse, neither linguistics nor applied linguistics are mandatory in the pre- or in-service education of Australia’s language teachers. It may therefore be serendipitous that a teacher of languages and cultures in an Australian school can access techniques from the domain of applied linguistics to apply to issues arising in the languages classroom. The invitation in this volume to examine the nexus between intercultural language education and applied linguistics has challenged us to examine what may be possible when a simple strategy is employed. In this paper we examine classroom data from a junior secondary school Spanish classroom and superimpose a linguistic frame – the linguistic turn in the linguistic exchange – to examine teacher talk and turn-taking and its relationship with construction of intercultural understanding in students. Building on the work undertaken on the evaluative exchange and turn-taking (Edwards & Westgate 1994), we analyse existing data from one of our studies in the past three years (Moloney & Harbon 2010a). We posit that teacher awareness of the linguistic aspects of classroom discourse can highlight the intercultural negotiation of meaning-making in a foreign language classroom.
10
01
JB code
lllt.33.10tre
161
174
14
Article
10
01
Constructing a relationship to otherness in web-based exchanges for language and culture learning
1
A01
Virginie Trémion
Trémion, Virginie
Virginie
Trémion
01
This study aims at demonstrating the relevance of linguistics for studying learning in online intercultural education. Adopting a critical approach to the ‘intercultural’, the chapter is based on the perceptions of French and American students who participated in Cultura, an online exchange program with a cultural objective. The program was created at the MIT and has been replicated and adapted in many international institutions. During the exchanges, the students were asked to explore the links between culture and communication using a comparative approach. This article examines how linguistic theories (so-called French Discourse Analysis) can reveal the construction of alterity – the link between the self and other – in the students’ discourses while they negotiate and co-construct French and American cultures.
10
01
JB code
lllt.33.11byr
175
196
22
Article
11
01
Complex and symbolic discursive encounters for intercultural education in plurilingual times
1
A01
Julie Byrd Clark
Byrd Clark, Julie
Julie
Byrd Clark
Western University
2
A01
Sofia Stratilaki
Stratilaki, Sofia
Sofia
Stratilaki
Université Sorbonne Nouvelle – Paris 3
01
The goal of this chapter is to present some new ways of conceptualizing linguistic competence in relation to intercultural education. With the impact of globalization, immigration, new technologies, and the competitiveness of national and international markets, multilingualism represents the practical norm. It has been deemed a tool for local integration and international mobility. In the school context, the question of a plurilingual and pluricultural identity has also become important and research incorporating language biographies has tended to focus on the subjective view of linguistic and cultural learning and on the significance of the interaction of identities (Inter, an indicator of relationship and not of a simple juxtaposition). It is this plurality or notion of plurilingual competence that is of issue and holds significance in this chapter, particularly as regards intercultural education. In drawing upon an interdisciplinary approach, which combines sociolinguistic, psycholinguistic, and educational perspectives, we demonstrate how linguistics has much to offer intercultural education today.
10
01
JB code
lllt.33.12ind
197
201
5
Miscellaneous
12
01
Index
02
JBENJAMINS
John Benjamins Publishing Company
01
John Benjamins Publishing Company
Amsterdam/Philadelphia
NL
04
20130424
2013
John Benjamins
02
WORLD
01
240
mm
02
160
mm
08
380
gr
01
JB
1
John Benjamins Publishing Company
+31 20 6304747
+31 20 6739773
bookorder@benjamins.nl
01
https://benjamins.com
01
WORLD
US CA MX
21
5
26
01
02
JB
1
00
33.00
EUR
R
02
02
JB
1
00
34.98
EUR
R
01
JB
10
bebc
+44 1202 712 934
+44 1202 712 913
sales@bebc.co.uk
03
GB
21
26
02
02
JB
1
00
28.00
GBP
Z
01
JB
2
John Benjamins North America
+1 800 562-5666
+1 703 661-1501
benjamins@presswarehouse.com
01
https://benjamins.com
01
US CA MX
21
1
26
01
gen
02
JB
1
00
49.95
USD