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Despite widespread agreement about the need to develop interculturally competent graduates, there is a lack of agreement about how this goal may be achieved in practice. This is significant as universities around the world, particularly in English-speaking countries, have espoused an interculturally-aware vision for their future graduates and turned to language education, as an inherently intercultural activity, to expose students to a world which is linguistically and culturally different from their own. This book focuses on narrowing the gap between the often conflicting theoretical and practical imperatives faced by language teachers in an internationalised higher education context. It does so by providing comprehensive conceptual discussions of emerging critical intercultural language pedagogies as well as empirical accounts and case studies from the frontline.
Inhaltsverzeichnis
Foreword Preface Introduction PART I - THE THEORY/PRACTICE GAP IN LANGUAGE AND CULTURE PEDAGOGIES IN HIGHER EDUCATION Chapter 1 - Stumbling Blocks to Bridging the Theory/Practice Gap Chapter 2 - From Stumbling Blocks into Building Blocks PART II - THEORY VS. PRACTICE AND THE REALM OF POSSIBILITY Chapter 3 - Case Studies of Curricular Innovation Chapter 4 - The Good, the Bad and the Feasible PART III - BRIDGING THE GAP WITHOUT FALLING INTO THE PRECIPICE Chapter 5 - Articulating the Feasible with Sustainable Innovation Conclusion - Prospects for a Field in Transition
Über den Autor / die Autorin
Adriana Raquel Díaz is Associate Lecturer at the School of Languages and Linguistics, Griffith University, Australia. Her main research activities focus on the development of intercultural competence, the variables affecting the implementation of intercultural language curricula and teaching methodologies as well as teachers' journeys in the development of intercultural language learning pedagogies.
Zusammenfassung
This book focuses on narrowing the gap between the often conflicting theoretical and practical imperatives faced by language teachers in an internationalised higher education context. It provides conceptual discussions of emerging critical intercultural language pedagogies as well as empirical accounts and case studies from the frontline.
