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Record Nr. |
UNINA9910138861403321 |
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Autore |
Liddicoat Anthony <1962-> |
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Titolo |
Intercultural language teaching and learning [[electronic resource] /] / Anthony J. Liddicoat and Angela Scarino |
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Pubbl/distr/stampa |
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Chichester, U.K., : Wiley-Blackwell, 2013 |
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ISBN |
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1-118-48207-7 |
1-118-48209-3 |
1-299-15942-7 |
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Descrizione fisica |
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1 online resource (210 p.) |
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Altri autori (Persone) |
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Disciplina |
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Soggetti |
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Language and languages - Study and teaching |
Intercultural communication - Study and teaching |
Language and culture - Study and teaching |
Multicultural education |
Communicative competence |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Description based upon print version of record. |
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Nota di bibliografia |
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Includes bibliographical references and index. |
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Nota di contenuto |
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Intercultural Language Teaching and Learning; Copyright; Contents; Acknowledgments; 1 Introduction; Language, Culture, and Language Education; The Concept of Method; Critiques of Method; Moving beyond Methods; About this Book; 2 Languages, Cultures, and the Intercultural; Understanding Language; Language as a structural system; Language as a communicative system; Language as social practice; Concluding comments; Understanding Culture; Cultures as national attributes; Cultures as societal norms; Cultures as symbolic systems; Cultures as practices; Culture for language teaching and learning |
The Intercultural: Understanding Language, Culture, and their Relationship3 Second Language Acquisition, Language Learning, and Language Learning within an Intercultural Orientation; Introduction: Two Families of Theories; Key Understandings of SLA and Language Learning within Diverse Families of Theories; A Brief History of the Development of Theories of Language Learning; The Acquisition and Participation Metaphors; Expanding Learning: Recognizing the Role of |
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Interpretation in "Moving Between" Linguistic and Cultural Systems; Conclusion |
4 Language Teaching and Learning as an Intercultural EndeavorIntroduction; The intercultural in language learning; The Learner as Focus; Language learner as learner; Language learner as language user; The learner as person; The learner as focus: Concluding comments; Principles for Teaching and Learning Languages from an Intercultural Perspective; Practices for Intercultural Learning; Practices in learning; Conclusion; 5 Designing Classroom Interactionsand Experiences; Expanding "Tasks" to Focus on Interaction and Experiences; The Nature of Interaction; The Experiential Dimension |
Considerations in Developing Interactions and ExperiencesExamples; Example 1: Year 10 Chinese - examining translation; Example 2: Year 11 and 12 Indonesian: Developing intra- and intercultural understanding; Implications for Teachers and Students as Participantsin Language Learning; 6 Resources for Intercultural Language Learning; Textbooks as Resources for Intercultural Learning; Moving Beyond Textbooks; The Authenticity of the Resource; Literature as an Authentic Resource; Communities as Resources; The Classroom as a Resource; Selecting and Evaluating Resources; Adapting Resources |
Using Resources CriticallyRelating Resources to Each Other; Concluding Comments; 7 Technologies in Intercultural Language Teaching and Learning; Introduction; Information Technologies and Intercultural Learning; Social Technologies and Intercultural Learning; Developing the Potential of Technologies for Intercultural Learning; Technology as information resource; Technology as content contextualization; Technology as communication tool; Technology as a construction kit; Technology as visualization and manipulation; Summary; 8 Assessing Intercultural Language Learning |
Contextualizing Assessment and Language Learning |
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Sommario/riassunto |
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This wide-ranging survey of issues in intercultural language teaching and learning covers everything from core concepts to program evaluation, and advocates a fluid, responsive approach to teaching language that reflects its central role in fostering intercultural understanding. Includes coverage of theoretical issues defining language, culture, and communication, as well as practice-driven issues such as classroom interactions, technologies, programs, and language assessmentExamines systematically the components of language teaching: language itself, meaning, cul |
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