Languages for Intercultural Communication and Education

This book maps person to person peacebuilding as it intersects with, and is embedded in, intercultural communication. It foregrounds the voices and discourses of participants in an intercultural online service-learning project focused on peace through education in Afghanistan, primarily through synchronous English language tutoring.

This is a thoroughly revised, updated and expanded edition of a practical introduction to intercultural education for teachers of English as a second language. This new edition addresses developments in the field since the publication of the 1st edition, including the impact of online resources for English language education.

This book investigates the social, political and educational role of community language education in migratory contexts. It draws on an ethnographic study that investigates the significance of Mandarin-Chinese community schooling in Britain as an intercultural space for those involved.

This book presents a new and comprehensive framework for the analysis of representations of culture, society and the world in textbooks for foreign and second language learning. It points to the need for language learning materials to deal seriously with knowledge about the world, including its diversities and problems.

Many teachers recognise the importance of integrating intercultural learning into language learning. This book argues that teachers can work creatively with conventional resources and utilise classroom experiences in order to help learners develop awareness of the influence of cultural assumptions and values on language use.

Focusing on the teaching and learning of intercultural communicative competence in foreign language classrooms in the USA, this ground-breaking book is the first to describe in detail how teachers, supported by university educators and education advisers, might plan and implement innovative ideas based on sound theoretical foundations.

Contributors from various contexts explore the extent to which performative approaches, emphasising the role of the body as a learning medium, can achieve deep intercultural learning and create rich opportunities for intercultural encounters that transport students beyond the parameters of conventional approaches to language and culture education.

This volume examines how foreign language learners and teachers think about citizenship and interculturality. It presents a new theory of intercultural citizenship and demonstrates how it can be fostered in practice. It describes how teachers in schools and universities can work together across continents to develop new curricula and pedagogy.

This book investigates the cultural and intercultural aspects of English as a Lingua Franca (ELF). The chapters consider the communication and pedagogical implications of these dimensions and offer suggestions for new directions in ELF research, pedagogy and curriculum development.

This book presents an ethnographic study of a modern language classroom where students not only learn to speak, read, listen or write a new language, but where they also learn to understand, to feel and to be in new ways, and to potentially transform themselves and the world around them through language study.

This book uses examples of classroom interaction to reveal how teachers of languages act as intercultural mediators and the implications of this for practice. The book offers an account of what teachers are thinking, feeling and doing as they enact an intercultural perspective on language teaching and learning.

This ethnographic study presents a detailed depiction of family life in immigrant Chinese communities. Utilising a strongly contextualised and evidence-based narrative approach to exploring the nature of child cultural mediation, the author provides an insightful analysis of intercultural relationships between children and parents.

This book addresses recent developments in medical and language education. Both fields have broadened their focus on clinical expertise and linguistic skills to address issues of cultural competence. The book re-imagines the language classroom in medical settings as an arena for the exploration of values and professional identity.

A comparative study of the impact of the Common European Framework of Reference for Languages produced by the Council of Europe in 2001, this book asks writers in European countries and countries in the Americas and Asia to explain the influence of the CEFR. For each country there is a policy-maker and an academic perspective.

This book explores the wide-ranging terminology relevant to intercultural dialogue. It reports on a research project that explored the management of value judgment in foreign language education to overcome prejudice, which is a key dynamic in intercultural dialogue that brings many other factors into play.

Based on a series of studies from universities around the world, this book suggests that internationalization does not equate with across-the-board use of English, and instead represents a new cultural and linguistic hybridity with the potential to develop new identities unfettered by traditional 'us-and-them' binary thinking.

This book is a theoretical and practical discussion of intercultural communication and interaction and is aimed at academic courses as well as professional development programmes. It focuses, from a critical perspective, on the intercultural dynamics established between the members of multicultural teams in various types of work environments.

This book demonstrates the complementarity of educational and training approaches to developing intercultural competence as represented by those who work in commercial training and those who work in further and higher education. It does so by presenting chapters of analysis and chapters describing courses in the two sectors.

This book analyses the evolution of theory of intercultural competence and its relationship to education for citizenship. It analyses the concepts of intercultural competence by discussing the ways in which language education policy develops and by comparing the theories and purposes of foreign language education and education for citizenship.

This book explores online intercultural exchange, the activity of engaging learners in collaborative project work with partners from other cultures using online communication technology. It examines how online collaboration can be integrated into the foreign language classroom and can improve students’ intercultural communicative competence.

This book reviews the hidden cultural challenges of adapting to life abroad. Combining intercultural theory with the lived experiences of sojourners, it reviews key concepts, introduces a cultural learning model, explains hidden barriers to intercultural sensitivity, and brings clarity to debates about globalization and cultural difference.

This book presents a view of what it means to teach language and culture in a world characterised by transnational flows of people, commodities and ideas. It contains an analysis of the national tradition of culture teaching as an aspect of foreign language teaching and proposes a transnational framework for language and culture pedagogy.

This book examines citizenship education from the perspective of interculturality in order to extend its meaning and significance within and beyond the nation state, and in education in the nation state. There are chapters which deal with theory and concepts and others which present country and international case studies.

Studies of students who travel to other countries for study. It includes students travelling within Europe, from Europe and America to East Asia and China and vice versa. The articles report the results of research and also give detailed accounts of the research methods used, and this will be particularly useful to other researchers.

The book presents a new theory of the relationship between language and culture in a transnational and global perspective. The view is that languages spread across cultures, and cultures spread across languages, or in other words, that linguistic and cultural practices flow through social networks in the world along partially different paths.

This book reports on a study that focused on teachers’ beliefs regarding intercultural competence teaching in foreign language education. It creates new knowledge on the variability, and relative consistency, of today’s foreign language teachers’ views regarding intercultural competence teaching in a number of countries.

Critical Pedagogy, as a movement and an intellectual field, engages with the political and ideological questions raised in educational practices. In this book the respective fields of languages, intercultural communication and critical pedagogy are brought into dialogue, dissent and reflection.

This book is about the relationship between learning English as an additional language and the ways in which immigrant students are able to represent their identities at school. In high schools, how such students are heard by others may be just as important as how they speak.