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This volume brings together the views of academics and researches from a range of European educational traditions to reflect on the contribution of holism to language learning, drawing on research and practice in various areas of second language acquisition. The volume is divided into four sections which move broadly from theoretical to particular methodological and practical considerations. The individual chapters address and evaluate the following questions: What are the theoretical bases of holistic learning and how can it encompass language teaching? Do approaches to language learning exist which succeed in engaging with language learners as individual, dynamic, complex 'whole' human beings? What reflections are relevant from the different points of view of teacher and learner? What are the pedagogical implications? Can holistic approaches be adopted within schools and universities? How can technology enhance holistic language learning? How can the scope and limits of this concept be delineated?
Inhaltsverzeichnis
Contents: Christine Penman: Holistic approaches to language learning - Gerhard Bach: Whole person, whole language - fragmented theories: common and scientific paradigms of holistic language learning - Nikola Mayer: The contribution of holism to language teaching - Ana Halbach: Involving the whole person in the whole process of language learning - Astrid Dahnken: The learner's view of second language learning and implications for second language teaching - James S. Munro: «You teach with the whole of you»: some reflections from the chalk face - Daniela Sime: Perceiving the whole teacher: speaking and gesturing in the language class - Jean E. Conacher: New learning environments: holistic approach or challenge? - Karin Vogt: Dimensions of complexity in computer-mediated intercultural communication - Emilie Grinan: Expérience pédagogique à distance entre natifs et non natifs: perspective holistique dans l'interprétation des données - Marion Spöring: «I found myself hiding there between the lines»: holistic approaches within a Virtual Learning Environment for language teaching professionals - Nikola Mayer/Britta Viebrock: First Encounters: holism as a central concept for experiencing foreign languages in kindergarten - Daniela Elsner: Teaching and learning English vocabulary in the foreign language primary classroom: the German context - Christine Penman: Towards a holistic evaluation of communicative ability in tandem interactions - Richard Johnstone: Holistic language learning from the present into the future.
Über den Autor / die Autorin
The Editor: Christine Penman holds a Strategic Research Fellowship on second language acquisition and interculturality in the School of Modern Languages and Cultures at the University of Stirling. Her research interests are intercultural training, advertising, semiotics, lexicography and translation. She is currently involved in a research project on the potential of web-based virtual learning environments.
