Intercultural competence in instructed language learning: bridging theory and practice
Saved in:
| Main Author: | |
|---|---|
| Format: | Book |
| Language: | English |
| Published: |
Charlotte, NC
Information Age Publishing, Inc.
[2016]
|
| Series: | Contemporary language education series
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| Subjects: | |
| Online Access: | Klappentext Inhaltsverzeichnis |
| Physical Description: | xv, 162 Seiten Diagramme |
| ISBN: | 9781681234175 9781681234182 |
Staff View
MARC
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Record in the Search Index
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| adam_text | There is increasing pressure on world language educators to
prepare learners with 21st century skills to meet the chal-
lenges of an interconnected globalized world. The ACTFL
Global Competence Position Statement (2014) and World-
Readiness Standards for Language Learning (2015) respond
to this challenge, however, the integration meaningful cultural
instruction in language learning remains a complex topic.
This book recognizes the challenges world language educa-
tors face to achieve this goals, particularly at beginning levels
of instruction in target language use classrooms. Accord-
ingly, this book bridges intercultural competence theories
with second language pedagogies—particularly communica-
tive language teaching (CLT) and literacy-based approach-
es—providing examples of practical applications inside the
Standards-based classroom and beyond.
CONTENTS
Foreword
Alvino E. Fantini..........................................xi
Preface........................................................ xiii
Acknowledgments............................................. xv
1. Introduction: Problematizing the Role of Cultural
Instruction in Foreign Language (FL) Learning...............1
Chapter Overview............................................1
The Importance of Language Proficiency and Intercultural
Competence in Education.....................................
FL Program Advocacy in Light of Global Competition..........6
Instructor Concerns About the Teaching and Learning
of Culture.................................................11
FL Educator Preparation....................................14
Concluding Chapter Remarks.................................15
2. Defining Culture and Its Role in Foreign
Language Learning..........................................17
Chapter Overview......................................... 17
Defining Culture...........................................18
Systematic Cultural Models..............................20
Kluckhohn’s and Hofstede’s Cultural Dimensions
Models................................................20
The Onion and Iceberg Cultural Models................26
Situating the Individual Within Cultural Models.........28
Problematizing Learners’ Stereotypes in Second
Language Learning.....................................30
vii
Viii CONTENTS
A Historical Review of the Role of Culture in FL Pedagogy:
From the Grammar-Translation Method to the Literacy
Oriented Instruction........................................ 34
The Connection Between Language, Culture, and Nation.........40
Concluding Chapter Remarks....................................41
3. Defining Intercultural Competence (IC) and
IC Assessment Models...................................... 43
Chapter Overview............................................ 43
Assessing Intercultural Competence: Identifying the
Individual’s IC Development...............................,...44
Terms in the Literature.................................. 44
Predominant IC Models in the Field........................ 46
Developmental Model of Intercultural Sensitivity.........46
Intercultural Communicative Competence Model.............48
Predominant IC Assessment Tools............................50
Quantitative IC Assessment Tools......................51
The Behavioral Assessment Scale for Intercultural
Competence (BASIC).................................. 51
The Intercultural Sensitivity Inventory (ICSI)........51
The Intercultural Development Inventory (IDI).........51
The Cross-Cultural Adaptability Inventory (CCAI)
Scales........................................... 52
The Assessment of Intercultural Competence (AIC)......52
Qualitative IC Assessment Methodologies and
Theories: Performance, Portfolio Assessment and
Interviews.......................................... 53
Deconstructing IC Theoretical Approaches With a
Comparative Analysis..................................53
Concluding Chapter Remarks....................................59
4. Fostering Intercultural Competence With Standards-Based
Instruction................................................. 61
Chapter Overview..............................................61
Historical Overview of ACTFL and U.S. National Language
Policy...................................................... 62
The (Lack of) Integration of Cultural Instruction in the
FL Classroom..................................................65
Demystifying the Goals of Cultural Instruction in
The Standards-Based FL Classroom............................ 67
Language and Worldview.....................................68
Worldview and Enculturation...........................70
An Historical Overview of the Role of Culture in
Linguistics.............................................. 72
Contents ix
Situating Theories of Intercultural Competence Within
ACTFL Standards and Position Statements....................75
2014 ACTFL Global Competence Position Statement......77
Concluding Chapter Remarks................................. 80
5. An Overview of Intercultural Competence (IC) Projects........83
Chapter Overview.............................................83
Culture Learning Projects.................................. 84
Cultural Instruction via Multimedia Applications...........85
Intercultural Computer-Mediated Communication (CMC).......85
CULTURA...............................................87
Raison d’ Être.................................... 88
Intracultural CMC Use.................................89
A Dialogic Approach to Intercultural Acquisition...........90
Concluding Chapter RemaiTs...................................92
6. Empirical Evidence of the Intercultural Competence (IC)
Developmental Process: Three Case Studies................. .95
Chapter Overview.............................................95
Fostering Learners’ Intercultural Competence in Discussions.96
The Study................................................ 98
Methods.............................................. 99
Participants and Procedures.................. .....99
The Pedagogical Task: A Week by Week Overview........101
Pedagogical Materials.............................. 102
Data Collection and Analysis.........................104
Findings..................................................106
Changes in Learners’ Intercultural Sensitivity at
the Group Level .............................. ...106
Changes in Three Focus Participants’ Beliefs About
French People and Culture........................ 107
Identifying the Focus Participants’ Transformative
Processes.......................................... 109
Brad Overcomes His Monolithic Image of the
French in Discussion 1.......................... 109
Jack Overcomes His Ethnocentric Views Toward
Alternate Cultural Practices Discussion 2.........113
Lauren Accepts an Alternate Perspective Toward
Smiling, Post-Hoc to Discussion 3............... 117
Discussion............................................ 122
Concluding Chapter Remarks..................................125
7. Moving the Profession Forward............................. 127
Chapter Overview.......................................... 127
x CONTENTS
Reflections on the Need to Foster Language Learners’
Intercultural Competence..................................... 128
Moving the Profession Forward................................ 131
Linking Intercultural Competence to the Standards in
Teacher Preparation Programs.................................132
Evaluating the Teacher’s Own Intercultural Competence
With Self-Reflection.........................................135
Emphasizing Intercultural Learning Projects at Beginning
Levels of Foreign Language (FL) Instruction..................137
Situating FL Learning as a Critical Element to
Internationalization Efforts.................................141
Concluding Chapter Remarks.....................................143
References....................................................... 145
About the Author
161
|
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| indexdate | 2024-07-10T07:26:38Z |
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| isbn | 9781681234175 9781681234182 |
| language | English |
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| publishDate | 2016 |
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| spelling | Garrett-Rucks, Paula Verfasser (DE-588)1098347978 aut Intercultural competence in instructed language learning bridging theory and practice by Paula Garrett-Rucks, Georgia State University Charlotte, NC Information Age Publishing, Inc. [2016] xv, 162 Seiten Diagramme txt rdacontent n rdamedia nc rdacarrier Contemporary language education series Intercultural communication / Study and teaching Language and languages / Study and teaching Culture / Study and teaching Language and culture Multicultural education Interkulturelle Kommunikation Sprache Interkulturelle Kompetenz (DE-588)4200053-1 gnd rswk-swf Fremdsprachenunterricht (DE-588)4018428-6 gnd rswk-swf Fremdsprachenunterricht (DE-588)4018428-6 s Interkulturelle Kompetenz (DE-588)4200053-1 s DE-604 Erscheint auch als Online-Ausgabe 978-1-68123-419-9 Digitalisierung UB Augsburg - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=028888501&sequence=000003&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Klappentext Digitalisierung UB Augsburg - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=028888501&sequence=000004&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Garrett-Rucks, Paula Intercultural competence in instructed language learning bridging theory and practice Intercultural communication / Study and teaching Language and languages / Study and teaching Culture / Study and teaching Language and culture Multicultural education Interkulturelle Kommunikation Sprache Interkulturelle Kompetenz (DE-588)4200053-1 gnd Fremdsprachenunterricht (DE-588)4018428-6 gnd |
| subject_GND | (DE-588)4200053-1 (DE-588)4018428-6 |
| title | Intercultural competence in instructed language learning bridging theory and practice |
| title_auth | Intercultural competence in instructed language learning bridging theory and practice |
| title_exact_search | Intercultural competence in instructed language learning bridging theory and practice |
| title_full | Intercultural competence in instructed language learning bridging theory and practice by Paula Garrett-Rucks, Georgia State University |
| title_fullStr | Intercultural competence in instructed language learning bridging theory and practice by Paula Garrett-Rucks, Georgia State University |
| title_full_unstemmed | Intercultural competence in instructed language learning bridging theory and practice by Paula Garrett-Rucks, Georgia State University |
| title_short | Intercultural competence in instructed language learning |
| title_sort | intercultural competence in instructed language learning bridging theory and practice |
| title_sub | bridging theory and practice |
| topic | Intercultural communication / Study and teaching Language and languages / Study and teaching Culture / Study and teaching Language and culture Multicultural education Interkulturelle Kommunikation Sprache Interkulturelle Kompetenz (DE-588)4200053-1 gnd Fremdsprachenunterricht (DE-588)4018428-6 gnd |
| topic_facet | Intercultural communication / Study and teaching Language and languages / Study and teaching Culture / Study and teaching Language and culture Multicultural education Interkulturelle Kommunikation Sprache Interkulturelle Kompetenz Fremdsprachenunterricht |
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