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Journal articles on the topic 'Intercultural Mediation in Language Teaching and Learning'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Wang, Liang, and James A. Coleman. "A survey of Internet-mediated intercultural foreign language education in China." ReCALL 21, no. 1 (2009): 113–29. http://dx.doi.org/10.1017/s0958344009000056.

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AbstractIn all educational contexts, technological developments and changes in pedagogical theory mean that any picture of current practice and attitudes must be dynamic. In many countries, the learning outcomes of foreign language courses now include intercultural communicative competence (ICC), although the precise model for teaching ICC varies even across the English-speaking world. Internet-mediated approaches are widely used to support intercultural learning. In China, the geographical scale of the country and the speed and extent of contemporary socio-economic evolution, allied to long-e

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WANG, QUN, Syihabuddin Syihabuddin, Yeti Mulyati, and Vismaia Sabariah Damaianti. "Intercultural Communicative Language Teaching in China: Highlight or Addendum?" TARBIYA: Journal of Education in Muslim Society 5, no. 2 (2019): 155–65. http://dx.doi.org/10.15408/tjems.v5i2.9732.

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AbstractInternational students were frequently reported of culture shock issues when entering a new cultural environment. Cultural knowledge was often treated as an addendum which focused on learning facts about the target country. This article demonstrated culture shock that experienced by 7 international students, and also reviewed intercultural communicative language teaching (ICLT) in Indonesian language classrooms practiced by 6 language practitioners from 3 different universities in China. Using findings that emerged from a series of one-to-one interviews, the research explored practitio

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Voievodina, Nina. "PLURILINGUAL EDUCATION TODAY: A PERSPECTIVE OF TEACHING INTERCULTURAL COMPETENCE IN GERMAN AFTER ENGLISH TO STUDENT INTERPRETERS/ TRANSLATORS." АRS LINGUODIDACTICAE, no. 5 (2020): 45–54. http://dx.doi.org/10.17721/2663-0303.2020.5.05.

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With plurilingual and pluricultural competences enjoying ever rising status reflected in the documents of Council of Europe, the processes of learning second or third foreign languages are in the focus of researchers’ scrutiny. Since German is most frequently taught after English (GaE) both in Europe and Ukraine, German language pedagogy promotes more effective intercultural learning of German. The paper aims to analyze approaches to teaching GaE offered by German applied linguists: structure of intercultural competence (ICC), objectives and methods of teaching ICC, with a special focus on the

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Salomão, Ana Cristina Biondo. "Teletandem and Teacher's Beliefs about Culture and Language." International Journal of Computer-Assisted Language Learning and Teaching 9, no. 1 (2019): 1–18. http://dx.doi.org/10.4018/ijcallt.2019010101.

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The present scenario of globalization and intercultural communication brings about new language learning contexts, such as Teletandem, to connect language teaching from a local and global perspective through telecollaboration. In this article, some results of a qualitative research are presented, focusing on a blended extension course for continuing education of language teachers in the Teletandem Brasil Project. The participants were eight Brazilian teachers who made regular teletandem sessions with Uruguayan and Argentinean teachers of Portuguese as a foreign language through Skype. The data

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JEANNIN, Magali. "La francophonie en contexte FLE : Littérature et éducation interculturelle." Journal of Linguistic and Intercultural Education 13 (December 1, 2020): 117–32. http://dx.doi.org/10.29302/jolie.2020.13.7.

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Despite institutional recommendations, particularly those of the Council of Europe, advocating the development of plurilingual and pluricultural skills in language teaching, the contemporary context is characterised by the increasing development of identity-related tensions and by the enclosure in representations of languages and cultures. In this context, the learning of FFL (French as a Foreign Language) by the French-speaking world is a means of valuing cultural and linguistic variation and thus challenging a purely French vision of French, in order to overcome the stereotypes transmitted b

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Robertson, Margaret. "Task-Based Language Teaching and Expansive Learning Theory." TESL Canada Journal 31 (January 21, 2015): 187. http://dx.doi.org/10.18806/tesl.v31i0.1194.

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Task-Based Language Teaching (TBLT) has become increasingly recognized as an effective pedagogy, but its location in generalized sociocultural theories of learning has led to misunderstandings and criticism. The purpose of this article is to explain the congruence between TBLT and Expansive Learning Theory and the benefits of doing so. The merit of locating TBLT in Expansive Learning Theory is that it provides concrete explanations for how cycles of meaning making and negotiation can be worked into task phases. It provides an elaboration of the cyclical learning processes that may be embedded

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Sanchez-Sanchez, Gabriel, and Marek Krawiec. "Mediating in intercultural communicative challenges issued in the language classroom: a new objective in training programs for new teachers." Lingua Posnaniensis 60, no. 1 (2018): 95–105. http://dx.doi.org/10.2478/linpo-2018-0007.

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Abstract The Faculty of Education Universidad de Murcia (Spain) offers a four-year degree programme in primary education, where modules and subjects related to the foreign language (English) are taught in the first, third and fourth years (OJE 2010). The current teacher training programmes should take into account the most recent political events in Europe so that they can be adjusted to suit the Council of Europe’s original linguistic and cultural education policy. This article will explore intrinsic aspects of foreign language and culture teaching, and the learning process, in relation to co

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Manganaro, Maria. "DALLA LINGUA MATERNA ALLA SECONDA LINGUA." International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología. 1, no. 2 (2016): 359. http://dx.doi.org/10.17060/ijodaep.2016.n2.v1.677.

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Abstract.Learning a second language, in addition to the mother tongue, helps to significantly improve the maturation and cultural education of the child, and to enhance its expressive and communicative skills. The 85 New Programs for the Primary School, emphasize the need to strengthen the pupils’ ability to make linguistic relationship with various interlocutors using the language in its variety of codes and its main functions. You need to direct the child to take account of extra-linguistic elements (situations, characters, topics, roles) as a fundamental condition for understanding texts an

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Busse, Vera. "Intercultural language teaching and learning." System 49 (April 2015): 158–60. http://dx.doi.org/10.1016/j.system.2014.12.004.

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Raquel Díaz, Adriana. "Intercultural language teaching and learning." Language and Intercultural Communication 16, no. 1 (2015): 117–19. http://dx.doi.org/10.1080/14708477.2015.1059551.

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O’Neill, Fiona, Jonathan Crichton, and Angela Scarino. "Developing intercultural learning capabilities." Language and Intercultural Communication Pedagogies in Australian Higher Education 42, no. 2 (2019): 125–45. http://dx.doi.org/10.1075/aral.00021.one.

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Abstract This paper reports on a semester-long study that explored the experience of a group of local and international students from multiple disciplines, and their teachers, in a core Intercultural Communication undergraduate course of 550 students in which there is an orientation to learning, teaching and assessment that seeks to develop students’ intercultural learning capabilities. To capture the experience of learning, teaching and assessment in a highly diverse Australian university, data were collected over the life cycle of the course. The research design was ethnographic and collabor

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Zhu, Honglin. "From Intercultural Awareness to Intercultural Empathy." English Language Teaching 4, no. 1 (2011): 116. http://dx.doi.org/10.5539/elt.v4n1p116.

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This article is concerned with the incorporation of teaching culture into EFL teaching and learning, with a focus on the cultivation of culturally empathic ability for Chinese learners. The article first holds a discussion on the significance and basic concepts concerning intercultural empathy. Furthermore, it makes an attempt to analyze the barriers encountered by Chinese learners in developing culturally empathic ability. Finally, it tries to offer some suggestions and techniques.

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Scarino, Angela. "Reconceptualising translation as intercultural mediation: A renewed place in language learning." Perspectives 24, no. 3 (2015): 470–85. http://dx.doi.org/10.1080/0907676x.2015.1022192.

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Lewis, Tim, Breffni O'Rourke, and Melinda Dooly. "Innovation in language learning and teaching – Online Intercultural Exchange." Innovation in Language Learning and Teaching 10, no. 1 (2016): 1–5. http://dx.doi.org/10.1080/17501229.2015.1133541.

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Miftakh, Fauzi. "Intercultural Teaching and Learning English through Reading Skill." SALTeL Journal (Southeast Asia Language Teaching and Learning) 1, no. 2 (2019): 27–31. http://dx.doi.org/10.35307/saltel.v1i2.12.

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In this globalization era, teaching English has to also involve intercultural aspects in order that students can develop their awareness towards the differences of the culture of the target language. The intercultural teaching and learning English can be corporated with reading skill activities as suggested by Usó-Juan & Martínez-Flor (2008). This study was a qualitative study which potrayedreading activities to assist intercultural teaching and learning English. The data were taken with observation of teaching learning in the classroom with 25 students of 2nd semester at a state universit

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Ли, Надежда Вадимовна. "INTERCULTURAL APPROACH TO LEARNING KOREAN LANGUAGE." Tomsk state pedagogical university bulletin, no. 5(217) (September 3, 2021): 116–23. http://dx.doi.org/10.23951/1609-624x-2021-5-116-123.

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Введение. В условиях позитивного развития российско-корейских отношений в экономической, политической, образовательной, культурной и других сферах все более востребованными в России являются специалисты, владеющие корейским языком. Перед отечественными методистами-корееведами и преподавателями высшей школы встает серьезная задача – оптимизировать и интенсифицировать процесс обучения корейскому языку с целью формирования вторичной языковой личности, обладающей коммуникативной межкультурной компетентностью. Несформированность умений межкультурного общения делает невозможным адекватное взаимопони

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Kriaučiūnienė, Roma, and Auksė Šiugždinienė. "Viewpoints of Intercultural Competence Development in English Language Teaching / Learning Classroom." Verbum 1 (February 6, 2010): 95–105. http://dx.doi.org/10.15388/verb.2010.1.4944.

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The article presents an analysis of viewpoints on the development of intercultural competence in the English language teaching/learning classroom. Intercultural competence, acknowledged as the key component of foreign language studies, increases the need to adapt teaching methods and materials to raise learners’ cultural awareness. The following research problem is formulated: how schoolchildren’s intercultural competence is developed at schools during English language classes and what the preconditions of its improvement are. Based on the survey carried out at secondary schools and gymnasiums

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Diani, Winasti Rahma, and Sisilia Setiawati Halimi. "INTERCULTURAL ASPECTS IN TEACHING INDONESIAN AS A FOREIGN LANGUAGE (BIPA)." Language Literacy: Journal of Linguistics, Literature, and Language Teaching 4, no. 2 (2020): 244–54. http://dx.doi.org/10.30743/ll.v4i2.3100.

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Learners should be intercultural speakers in foreign language teaching that promotes the intercultural dimension. In mastering the intercultural competencies, students are expected to be able to position themselves based on the background of their origin cultures and the culture that they learn in intercultural situations. This study aimed to find out how teaching the intercultural competencies was implemented in the course of Indonesian as a Foreign Language (BIPA), especially at the beginner level. This study investigated the intercultural teaching through textbooks, classroom observation, c

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Obilişteanu, Georgeta, and Brânduşa-Oana Niculescu. "Intercultural Competence in Teaching and Learning Foreign Languages." International conference KNOWLEDGE-BASED ORGANIZATION 24, no. 2 (2018): 345–50. http://dx.doi.org/10.1515/kbo-2018-0113.

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Abstract There has been an increase in the importance of the cultural aspect in teaching and learning foreign languages, and teachers nowadays are supposed to stimulate the acquisition and development of intercultural competence in their students. Foreign language teaching and learning should be regarded from an intercultural perspective. The foreign language classes can be the link between the two cultures by which students have the opportunity to discover other values, mentalities, and facets of life. In doing this, a new vision should be taken into consideration, in which the teacher natura

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Morska, Liliya. "TEACHING INTERCULTURAL COMMUNICATIVE COMPETENCE: THEORETICAL BACKGROUND." АRS LINGUODIDACTICAE, no. 2 (2018): 12–18. http://dx.doi.org/10.17721/2663-0303.2018.2.02.

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Background. The goal of teaching a foreign language has always been the issue of debates in language teaching methodology. With emergence of Competence-based Approach the idea of teaching communicative competence became quite persuasive in this respect. Though, it can often be heard in teaching circles that language is culture and we should teach the language as part of culture. Therefore, witnessing the shifts in the goal of learning English as to enable learners to communicate their ideas and culture with not only native English speakers but also those of other cultures, the question of inte

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Oxford, Rebecca L., and Christina Gkonou. "Interwoven: Culture, language, and learning strategies." Studies in Second Language Learning and Teaching 8, no. 2 (2018): 403–26. http://dx.doi.org/10.14746/ssllt.2018.8.2.10.

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Culture, language, and learning strategies form a grand tapestry, which is this article’s theme. The authors explain each part of the tapestry, provide ideas for teaching all parts in a smoothly united way, and explore key cultural issues (i.e., cognitive flexibility, ethnocultural empathy, intercultural understanding, and needs of intercultural trauma survivors). The article discusses cultural types, cultural communication styles, and related strategies, and it identifies publications that draw together culture, language, and strategies. The article offers new insights and abundant examples f

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Miftakh, Fauzi, and Kelik Wachyudi. "Teaching tolerance through intercultural English language learning to elementary students." ELT in Focus 2, no. 2 (2020): 41–50. http://dx.doi.org/10.35706/eltinfc.v2i2.3053.

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This study aims to find out how the intercultural English language learning can foster values of tolerance in elementary school students, as well as how it is implemented by teacher in the classroom. This research used a case study research design and the subjects in this study were a teacher and 20 6th grade students at an elementary school in Karawang. Data collection techniques were carried out by observation in 4 class meetings to observe the learning activities and interview with a teacher and 6 students. From the observations, this study showed that intercultural English language learnin

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Çetinavcı, Uğur Recep. "Intercultural Communicative Competence in English (Foreign) Language Teaching and Learning." Mediterranean Journal of Humanities 2, no. 1 (2011): 59–71. http://dx.doi.org/10.13114/mjh/20111789.

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Woodgate-Jones, Alex, and Michael Grenfell. "Intercultural Understanding and primary-level second language learning and teaching." Language Awareness 21, no. 4 (2012): 331–45. http://dx.doi.org/10.1080/09658416.2011.609623.

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Belyasova, Julia. "Complexity of the teaching-learning process of youth French-language literature." Journal of Digital Art & Humanities 1, no. 1 (2020): 3–14. http://dx.doi.org/10.33847/2712-8148.1.1_1.

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This article first of all aims to better understand the notion of youth French-language literature. It then addresses some reflections on the place of literature in the education. The article is finally devoted to the disclosure of the particularities of the teaching of the French language in a multicultural context on the basis of the different ways of reading and the intercultural approach that ensures the study of the language with immersion in a different culture. We emphasize also the role of youth French-language literature in learning of French as a foreign language. Speaking about yout

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Hatoss, Anikó. "Linguistic landscapes." Language and Intercultural Communication Pedagogies in Australian Higher Education 42, no. 2 (2019): 146–70. http://dx.doi.org/10.1075/aral.00022.hat.

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Abstract Some of the key challenges in teaching intercultural communication (IC) are to engage learners in activities which develop their critical intercultural awareness and to prepare them for communication in superdiverse (Vertovec, 2007) contexts. This paper discusses linguistic landscapes (LL) as an innovative method for teaching intercultural competence. Undergraduate linguistics students conducted a LL project to explore linguistic diversity in their chosen suburb of Sydney and reflected on their own intercultural learning experience. Student reflections revealed that the project had a

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Seregina, Tatiana, Svetlana Zubanova, Viktor Druzhinin, and Guzalia Shagivaleeva. "The Role of Language in Intercultural Communication." Space and Culture, India 7, no. 3 (2019): 243–53. http://dx.doi.org/10.20896/saci.v7i3.524.

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Intercultural dialogue as a critical component of modern society should contribute to the self-identification of a person in the cultural space. This research aims to demonstrate the importance of multiculturalism— learning a second language in the Russian system of higher education. To accomplish the research objectives, 78 students were recruited at Tula State University, 158 students at Kuban State University and 152 technical students at Moscow Aviation Institute. Analysing and comparing experiments on learning a second language, the findings determine the effective methods and forms of te

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Miftakh, Fauzi. "Investigating Indonesian EFL Students’ Responses of the Implementation of Intercultural Language Learning." English Review: Journal of English Education 4, no. 1 (2015): 66. http://dx.doi.org/10.25134/erjee.v4i1.308.

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This study aimed at discovering the students‟ responses to the implementation of intercultural language learning at the sixth semester students of the English Education Department, University of Singaperbangsa Karawang, Indonesia. The focus of the study was on 1) the students‟ general attitudes toward the course, 2) the students‟ attitudes toward the implementation of teaching and learning and 3) the students‟ responsibility as an intercultural person. This study was designed as a descriptive qualitative study that involved 31 participants. The data were collected through questionnaire and int

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Morganna, Ruly, S. Sumardi, and Sri Samiati Tarjana. "Tertiary English students’ attitude towards intercultural language learning." Indonesian Journal of Applied Linguistics 9, no. 3 (2020): 657–65. http://dx.doi.org/10.17509/ijal.v9i3.23216.

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The nature of English as the world lingua franca and the nature of Indonesian students who are multicultural call for the application of Intercultural language learning (ILL) approach in English education in Indonesia. However, the complexities of ILL seem to demand English teachers’ positive attitude towards ILL even since they became tertiary English students so that ILL could be ideally implemented in the classroom. This study was conducted to delve into tertiary English students’ attitude towards ILL and to confirm their English teaching practices according to the perspective of ILL princi

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Pasichnyk, O. "Intercultural mediation - reassessment of student’s first language role in the process of foreign language learning." Problems of Modern Textbook, no. 22 (2019): 213–23. http://dx.doi.org/10.32405/2411-1309-2019-22-213-223.

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Bavieri, Luisa, and Ana Beaven. "Developing interpersonal and intercultural skills in a university language course." Language Learning in Higher Education 11, no. 1 (2021): 245–52. http://dx.doi.org/10.1515/cercles-2021-2009.

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Abstract Intercultural language learning and teaching is generally endorsed in contemporary foreign and second language classroom contexts. This article reports the use of an intercultural education activity taught in an Italian L2 elementary course at the Language Centre of the University of Bologna attended by exchange and degree-seeking students. The intercultural tasks proposed invite students to reflect on their experiences of studying and living in a different country, and encourage them to reflect on their intercultural learning objectives and on their goals for study abroad in relation

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Gu, Xiaole, and Yuqin Zhao. "Integration of Teaching and Assessing Intercultural Communicative Competence." Chinese Journal of Applied Linguistics 44, no. 2 (2021): 241–58. http://dx.doi.org/10.1515/cjal-2021-0014.

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Abstract The launch of the Belt and Road Initiative in China calls for a paradigm shift in theory and practice of foreign language (FL) teaching from a communicative language teaching approach (CLT) to intercultural language teaching (ICLT), which treats intercultural communicative competence (ICC) as the core of FL education. Unfortunately, the College English Curriculum Requirements of China (CECR) does not specify the aspects for cultural teaching or assessment; nor does it provide any theoretical or practical guidance for teachers on how to teach or assess ICC. This leads to teachers’ conf

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Башлуева and Natalya Bashlueva. "The velaue of intercultural communication in foreign language teaching." Applied psychology and pedagogy 1, no. 3 (2016): 7. http://dx.doi.org/10.12737/21847.

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The article examines the close relationship of Russia´s national languages and intercultural communication, the possibility of introducing modern teaching technologies in the process of accelerating the adaptation period and the improvement of the Russian language in order to prepare future professionals and optimize the learning process. Teaching Russian as a foreign language - is learning not only and not so much phonetic, lexical and grammatical component and mastering the practice of intercultural communication, because every word reflects their world, thinking, tradition, customs and cult

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Hesan, Muh, Slamet Setiawan, and Ahmad Munir. "Integrated Components of Intercultural Competence in English Language Teaching at College: Case Study." IJET (Indonesian Journal of English Teaching) 8, no. 1 (2019): 72–80. http://dx.doi.org/10.15642/ijet2.2019.8.1.72-80.

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In this global world, foreign language teaching has been demanded to be intercultural teaching which means that cultural teaching should be integrated in language teaching as well as language competence, in English language teaching for instance. On the ground that the importance of foreign language teaching and learning is largely for purpose of international communication, and intercultural knowledge has crucial role in successful communication. Therefore, this paper reports on a qualitative case study which investigates two English teachers’ practice of integrating intercultural competence

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Papa, Irena. "Culture and Language as Factors Related in the Process of Learning and Education." European Journal of Language and Literature 1, no. 1 (2015): 16. http://dx.doi.org/10.26417/ejls.v1i1.p16-19.

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Communicative language teaching has become a familiar part of the landscape of language teaching in the last three or four decades. Teachers who perceive the objectives of teaching foreign languages associated with learning intercultural competence will be more inclined to make the process of teaching foreign languages more intercultural than teachers who perceive objectives as related to the acquisition of communicative competence. In this paper the relationship between culture and language is going to be explored by focusing on their role and impact in the process of learning languages and e

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Isamukhamedova, M., and Z. Tukhtabaeva. "Integrating Multimedia Technology Into Teaching Intercultural Communication." Bulletin of Science and Practice 6, no. 4 (2020): 428–33. http://dx.doi.org/10.33619/2414-2948/53/49.

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It is widely known that enhancement of the system of teaching foreign languages can be achieved by introducing progressive teaching methods as well as using modern teaching and information–communication technologies thus enabling them to access the achievements of the world civilization and globally available information resources, ensuring international collaboration and communication. Nowadays, culture is playing an important role in foreign language teaching and learning, therefore, a lot of researches have been done in this field in recent years. It has been recognized that a language is u

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Baydikova, Tatiana V. "Development of professional intercultural foreign language communicative competence of students of “Agricultural Engineering” programme in the conditions of content and language integrated learning." Tambov University Review. Series: Humanities, no. 186 (2020): 64–76. http://dx.doi.org/10.20310/1810-0201-2020-25-186-64-76.

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The work is devoted to determining the purpose of professional foreign language teaching to students of an agrarian university in the conditions of content and language integrated learning. Based on the study of the history of the issue of determining the purpose of foreign language teaching at different stages, it was concluded that the main result of teaching should be the development of students’ professional intercultural foreign language communicative competence. This type of competence in work is understood as the ability and willingness of agrarian university students to use a foreign l

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Wang, Junqing. "Views and Attitudes of Intercultural Awareness in Chinese Teaching and Learning in Shanxi Provincial Universities Context." Journal of Language Teaching and Research 8, no. 2 (2017): 418. http://dx.doi.org/10.17507/jltr.0802.27.

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The perceptions of academic staffs and overseas students to the significance of intercultural awareness in Chinese teaching/learning as foreign language were studied to provide suggestions for enhancing their intercultural communication competence in the context of Shanxi Provincial universities. The participants of 273 students and 52 staffs took part in the questionnaire and 25 of them accepted semi-structured interview. The combination of qualitative and quantitative analysis indicated a significant correlation between intercultural experience, length of Chinese teaching/learning and the en

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BENMOUSSAT, Smail, and Nabil Djawad BENMOUSSAT. "Intercultural Language Teaching: Techniques to Enhance Intercultural Competence in an EFL Classroom." International Journal of Linguistics 9, no. 6 (2017): 184. http://dx.doi.org/10.5296/ijl.v9i6.12405.

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The acquisition of intercultural competence requires contact with members of the target language in an as active and direct a way as possible. In this article, therefore, a rather selective ‘broad brush’ approach will be adopted, which will attempt to highlight techniques which might be most helpful to teachers involved in intercultural language teaching. In ordinary classroom teaching, attempts can be made with the traditional techniques such as cultural asides, culture capsules, culture assimilators, role playing and classroom decoration. An ensemble of in-class techniques, have been put for

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Sarsenbaeva, Z. "THE DEVELOPMENT OF INTERCULTURAL COMPETENCE AS AN ESSENTIAL ELEMENT IN LEARNING EFL." National Association of Scientists 1, no. 37(64) (2021): 21–24. http://dx.doi.org/10.31618/nas.2413-5291.2021.1.64.376.

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Many language scientists made some research on English as a foreign language that has focused on aspects of intercultural competence. Furthermore, the paper focuses on the teaching and learning of English as a foreign language in Uzbekistan, Karakalpakstan in the higher education sectors and examines how the targets culture and intercultural competence are constructed and understood by learners. Also, the paper also considers the notion of intercultural communication and learning as arising from a seamless interaction. The author points out that English as a foreign language in higher educatio

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Wagenknecht, Thomas. "The Experiential Teaching of Berlin— Theoretical Reflections and Best Practices from a Study Abroad Site." Frontiers: The Interdisciplinary Journal of Study Abroad 20, no. 1 (2011): 137–53. http://dx.doi.org/10.36366/frontiers.v20i1.295.

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This article revisits approaches to experiential teaching of the city as conducted in various courses of a study abroad program in Berlin, Germany. While the processes of the students' intercultural learning take on many different facets, the article focuses on the cultural manifestations of Berlin and their intercultural and experiential teacher-student mediation in and outside the classroom. With a joint interest in holism, authenticity, and problem solving, the synthesis of experiential education and intercultural teaching yields a worthwhile perspective of thinking about the city as a stud

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Svalberg, Agneta M. L. "Language Awareness in language learning and teaching: A research agenda." Language Teaching 45, no. 3 (2012): 376–88. http://dx.doi.org/10.1017/s0261444812000079.

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Following on from my state-of-the-art article onLanguage Awareness and language learning(Svalberg 2007), in this paper I will discuss specific research tasks which are centrally concerned with different aspects oflanguage awareness(LA): ‘explicit knowledge about language, and conscious perception and sensitivity in language learning, language teaching and language use’. The overall argument is that research is needed into how LA is constructed by language learners and teachers throughengagement with language(Svalberg 2007; 2009). I will sometimes refer specifically to awareness of grammar (for

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Moore, Paul J., and Adriana Díaz. "Conceptualizing language, culture and intercultural communication in higher education languages programs." Language and Intercultural Communication Pedagogies in Australian Higher Education 42, no. 2 (2019): 192–213. http://dx.doi.org/10.1075/aral.00024.moo.

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Abstract Languages curricula are an important, yet underutilized, site for students’ development of intercultural knowledge, awareness and skills in higher education, though there has been little related empirical research. Given the key role teachers play in student learning, in the context of two Australian universities, this study explores language teaching academics’ perspectives on language, culture and intercultural communication, and how these are reflected in their teaching approaches. As part of a larger needs analysis project into the teaching of languages and intercultural communica

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Wang, Renhua, and Liangtao Lai. "Intercultural language teaching and learning, by A.J. Liddicoat and A. Scarino." Language and Education 29, no. 1 (2014): 93–96. http://dx.doi.org/10.1080/09500782.2014.956416.

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Liddicoat, Anthony J. "Pedagogical Practice for Integrating the Intercultural in Language Teaching and Learning." Japanese Studies 28, no. 3 (2008): 277–90. http://dx.doi.org/10.1080/10371390802446844.

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Nowakowska-Siuta, Renata. "Building intercultural sensitivity through foreign language learning – Teaching English in Poland Program (TEIP)." Studia z Teorii Wychowania X, no. 1 (26) (2019): 217–26. http://dx.doi.org/10.5604/01.3001.0013.1903.

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Intercultural competence is listed more and more commonly, along with language and communication competences, as one of main goals of language education. Why are intercultural competences a vital resource for the contemporary human? During enculturation and socialization processes we learn not only how to behave, but also how to perceive and comprehend the conduct of others. These rules of perception and interpretation are sort of filters, through which a person looks at the world, interprets it and, basing on these interpretations, forms attitudes and undertakes actions. Given the importance

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Gashi, Leonora. "Intercultural Awareness Through English Language Teaching: The Case of Kosovo." Interchange 52, no. 3 (2021): 357–75. http://dx.doi.org/10.1007/s10780-021-09441-5.

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AbstractThis study seeks to understand opportunities for teaching and learning the target culture for intercultural awareness. Utilizing Moran’s Knowing Framework (2001) and its five cultural dimensions, and reviewing curriculum documents and the English textbook in use for Grade Six in Kosovo, the study finds a misalignment among curriculum documents and the textbook regarding teaching culture for cultural understanding. It is noted that while curriculum documents share the goals and objectives for preparing students to become global citizens through language and culture learning in the Engli

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Karklina, Silvija. "THE USE OF EU LLL PROJECTS TO ENHANCE LANGUAGE INSTRUCTION IN NON-FORMAL EDUCATION IN LATVIA." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 1 (May 9, 2015): 494. http://dx.doi.org/10.17770/sie2012vol1.76.

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The present papers deals with the use of support mechanism for language instruction in the context of lifelong learning, which is of utmost importance for individual growth and for society as a whole. Although adults prefer the traditional learning /teaching environment, new worldwide processes in language instruction have brought terms such as plurilingualism, intercultural competence, language skill development, and communicative competence into everyday life. Through the creation of open space for intercultural dialogue, the communicative skills of adult learners are promoted, and a sustain

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Bai, Yu, and Marina R. Zheltukhina. "Friendship as a reflective value in Chinese and Russian aphorisms: experience of linguistic and cultural concepts e-teaching." Russian Language Studies 18, no. 1 (2020): 54–68. http://dx.doi.org/10.22363/2618-8163-2020-18-1-54-68.

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The article is devoted to the current problem of modern linguodidactics, Russian language studies and linguoculturology - linguocultural concepts e-teaching in intercultural context on the material of the Russian language. The article deals with using information and communication technologies in teaching Russian as a foreign language in linguoculturological aspect. Methods of online learning Russian as a foreign language to Chinese students are offered. This study is based on methods of analytical description, systematization, generalization, comparative analysis, linguoconceptual and linguoa

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Melchor-Couto, Sabela. "Virtual worlds and language learning." Journal of Gaming & Virtual Worlds 11, no. 1 (2019): 29–43. http://dx.doi.org/10.1386/jgvw.11.1.29_1.

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Technology has made an invaluable contribution to foreign language (FL) teaching, particularly so in recent years. The advanced technical capabilities offered by digital games, including voice and text chat, take the use of computer-mediated communication in language learning one step further, allowing for remote, anonymous and situated learner interaction. This article presents an overview on how virtual worlds (VWs) are being used for educational purposes and for FL teaching in particular. A literature review on existing research has been included, covering areas such as FL interaction, impa

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