Teaching and assessing intercultural communicative competence: revisited
"This revised edition of Michael Byram's classic 1997 book updates the text in light of both recent research and critiques and commentaries on the 1st edition. The book is an invaluable guide for teachers and curriculum developers, taking them from a definition of Intercultural Communicati...
Saved in:
| Main Author: | |
|---|---|
| Format: | Book |
| Language: | English |
| Published: |
Bristol ; Blue Ridge Summit
Multilingual Matters
[2021]
|
| Edition: | 2nd edition |
| Subjects: | |
| Online Access: | Inhaltsverzeichnis |
| Summary: | "This revised edition of Michael Byram's classic 1997 book updates the text in light of both recent research and critiques and commentaries on the 1st edition. The book is an invaluable guide for teachers and curriculum developers, taking them from a definition of Intercultural Communicative Competence through planning for teaching to assessment"-- |
| Item Description: | Literaturverzeichnis: Seite 159-169 |
| Physical Description: | xviii, 177 Seiten Illustration |
| ISBN: | 9781800410237 9781800410244 |
Staff View
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Contents Foreword Karen Risager ix Preface (2020) Preface (1997) xiii xvii Introduction The Tourist and the Sojourner Teaching and Assessment Intercultural Communicative Competence Teaching and Assessing ICC: A Framework What this Book is . What this Book is Not. 1 2 Defining and Describing Intercultural Communicative Competence Introduction Communicating Across Linguistic and Cultural Boundaries and Frontiers Communication and Interaction Teaching Intercultural Communication in Context Assessment in the Context of Intercultural Communicative Competence Conclusion: The Language Learner as ‘Ethnographer’ and/or as ‘Applied Linguist’ 33 Coda: Intercultural and Pluricultural Competence A Model for Intercultural Communicative Competence Introduction Describing Intercultural Communication and the ‘Intercultural Speaker’ Attitudes Knowledge Skills Intercultural Communication in Operation Acquiring Intercultural Communicative Competence in an Educational Setting vii 1 1 3 3 6 8 9 12 12 12 23 28 32 34 40 40 42 44 46 48 50 54
viii Teaching and Assessing Intercultural Communicative Competence Relating Intercultural Competence to Communication Intercultural Competence Defined in Terms of Objectives The Developmental Factor Questions of Power in Intercultural Communication Coda: Moral Relativism, Pluralism and Human Rights Objectives for Teaching, Learning and Assessment Introduction Formulating Teaching, Learning and Assessment Objectives Acquiring Intercultural Competence A Comprehensive Model of Intercultural (Communicative) Competence Coda: Mediation 3 4 5 6 Curriculum Issues Introduction Concepts of Progression A Threshold of Intercultural Communicative Competence? Planning a Curriculum for Intercultural Communicative Competence Two Contrasting Examples: Teaching French in an East Coast Region of the United States and English in Taiwan Lesson and Course Planning Coda: Intercultural Citizenship and the Teacher’s Ethical Responsibilities 121 59 61 67 69 72 82 82 83 91 96 99 103 103 104 105 107 HO 119 Assessment Introduction Assessing the Five ‘Savoirs’ Purposes for Assessment Assessing Levels of Intercultural Communicative Competence Conclusion Coda: Measurement of Intercultural and Related Competences 126 126 128 142 Conclusion 153 Appendix: Glastonbury Public Schools Project References Index 145 147 148 156 159 170 |
| adam_txt |
Contents Foreword Karen Risager ix Preface (2020) Preface (1997) xiii xvii Introduction The Tourist and the Sojourner Teaching and Assessment Intercultural Communicative Competence Teaching and Assessing ICC: A Framework What this Book is . What this Book is Not. 1 2 Defining and Describing Intercultural Communicative Competence Introduction Communicating Across Linguistic and Cultural Boundaries and Frontiers Communication and Interaction Teaching Intercultural Communication in Context Assessment in the Context of Intercultural Communicative Competence Conclusion: The Language Learner as ‘Ethnographer’ and/or as ‘Applied Linguist’ 33 Coda: Intercultural and Pluricultural Competence A Model for Intercultural Communicative Competence Introduction Describing Intercultural Communication and the ‘Intercultural Speaker’ Attitudes Knowledge Skills Intercultural Communication in Operation Acquiring Intercultural Communicative Competence in an Educational Setting vii 1 1 3 3 6 8 9 12 12 12 23 28 32 34 40 40 42 44 46 48 50 54
viii Teaching and Assessing Intercultural Communicative Competence Relating Intercultural Competence to Communication Intercultural Competence Defined in Terms of Objectives The Developmental Factor Questions of Power in Intercultural Communication Coda: Moral Relativism, Pluralism and Human Rights Objectives for Teaching, Learning and Assessment Introduction Formulating Teaching, Learning and Assessment Objectives Acquiring Intercultural Competence A Comprehensive Model of Intercultural (Communicative) Competence Coda: Mediation 3 4 5 6 Curriculum Issues Introduction Concepts of Progression A Threshold of Intercultural Communicative Competence? Planning a Curriculum for Intercultural Communicative Competence Two Contrasting Examples: Teaching French in an East Coast Region of the United States and English in Taiwan Lesson and Course Planning Coda: Intercultural Citizenship and the Teacher’s Ethical Responsibilities 121 59 61 67 69 72 82 82 83 91 96 99 103 103 104 105 107 HO 119 Assessment Introduction Assessing the Five ‘Savoirs’ Purposes for Assessment Assessing Levels of Intercultural Communicative Competence Conclusion Coda: Measurement of Intercultural and Related Competences 126 126 128 142 Conclusion 153 Appendix: Glastonbury Public Schools Project References Index 145 147 148 156 159 170 |
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