LEADER 05791nam 2200745Ia 450 001 9910779406103321 005 20230803020434.0 010 $a1-299-44021-5 010 $a90-272-7235-2 035 $a(CKB)2550000001018347 035 $a(EBL)1161967 035 $a(OCoLC)836403381 035 $a(SSID)ssj0000856386 035 $a(PQKBManifestationID)11440466 035 $a(PQKBTitleCode)TC0000856386 035 $a(PQKBWorkID)10806412 035 $a(PQKB)10394239 035 $a(MiAaPQ)EBC1161967 035 $a(Au-PeEL)EBL1161967 035 $a(CaPaEBR)ebr10682151 035 $a(CaONFJC)MIL475271 035 $a(EXLCZ)992550000001018347 100 $a20121019d2013 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aLinguistics for Intercultural Education$b[electronic resource] /$fEdited by Fred Dervin, University of Helsinki ; Anthony J. Liddicoat, University of South Australia 210 $aAmsterdam ;$aPhiladelphia $cJohn Benjamins Publishing Company$d2013 215 $a1 online resource (207 p.) 225 1 $aLanguage Learning & Language Teaching,$x1569-9471 ;$vVolume 33 300 $aDescription based upon print version of record. 311 $a90-272-1307-0 320 $aIncludes bibliographical references and index. 327 $aLinguistics for Intercultural Education; Editorial page; Title page; LCC data; Table of contents; Introduction: Linguistics for intercultural education; 1. Introduction; 2. A different approach: Linguistics for intercultural education?; 3. What is the "intercultural" in "intercultural education"?; 4. Language and intercultural education; 5. What linguistic approaches can benefit intercultural education?; 6. A proposal: Four emphases; 7. About this volume; Acknowledgements; References; I. Developing intercultural competence through the use of linguistics 327 $aAvoiding the essentialist trap in intercultural education: Using critical discourse analysis to read1. Introduction; 2. Nationalist standard practices and intercultural education; 3. The uses and utility of critical discourse analysis; 4. Objectification, prescription, and alignment in essentialized language instruction; 5. Objectification, prescription, and alignment in an alternative to nationalist essentialism; 6. Discussion; 7. Conclusion; References; Linking learning objectives of linguistic savoir-faire and intercultural competence in mobility expe; 1. Introduction 327 $a2. Articulating objectives of linguistic and intercultural competence3. Materials and method; 4. Analysis; 5. Conclusions; References; A place for pragmatics in intercultural teaching and learning; 1. Introduction; 2. Methodology; 3. Data; 4. Conclusion; References; Strategy-based learning of pragmatics for intercultural education; 1. The role of pragmatics in intercultural education; 2. Language learner strategies; 3. A strategic approach to the learning and performance of speech acts; 4. The research design; 5. The findings; 6. Discussion and conclusions; References; Appendix: 327 $aMaking the 'invisible' visible: A conversation analytic approach to intercultural teaching and learn1. Introduction; 2. Overview of intercultural language learning; 3. Making the 'invisible' visible through talk-in-interaction; 4. Chinese Mandarin telephone openings and the use of ni hao ma; 5. Analysis of language learners' use of ni hao ma; 6. Using CA as an effective tool in ILT and ILL; 7. Conclusion; References; Appendix 1; Appendix 2; II. Linguistics for studying interculturality in education 327 $aLanguage teachers and learners interpreting the world: Identifying intercultural development in lang1. Introduction; 2. Linguistics and its possibilities for understanding intercultural learning; 3. The language lesson; 4. Language teachers and learners interpreting their worlds; References; Constructing a relationship to otherness in web-based exchanges for language and culture learning; 1. Introduction; 2. Discourse analysis of the 'intercultural'; 3. Cultura; 4. A methodology for understanding the "inter"; 5. Positioning of the students: Some linguistic markers 327 $a6. The contextual constraints of discourse 330 $aThe goal of this chapter is to present some new ways of conceptualizing linguistic competence in relation to intercultural education. With the impact of globalization, immigration, new technologies, and the competitiveness of national and international markets, multilingualism represents the practical norm. It has been deemed a tool for local integration and international mobility. In the school context, the question of a plurilingual and pluricultural identity has also become important and research incorporating language biographies has tended to focus on the subjective view of linguistic and 410 0$aLanguage learning and language teaching ;$vv. 33. 606 $aCross-cultural orientation 606 $aIntercultural communication 606 $aLanguage and culture 606 $aLanguage and education 606 $aLanguage and languages$xVariation 606 $aMulticultural education 615 0$aCross-cultural orientation. 615 0$aIntercultural communication. 615 0$aLanguage and culture. 615 0$aLanguage and education. 615 0$aLanguage and languages$xVariation. 615 0$aMulticultural education. 676 $a407.1/1 701 $aDervin$b Fred$f1974-$0848110 701 $aLiddicoat$b Anthony$f1962-$0989791 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910779406103321 996 $aLinguistics for Intercultural Education$93838914 997 $aUNINA