LEADER 05547nam 2200673 a 450 001 9910822454003321 005 20240313143531.0 010 $a1-118-48207-7 010 $a1-118-48209-3 010 $a1-299-15942-7 035 $a(CKB)2550000001005243 035 $a(EBL)1124313 035 $a(OCoLC)828298979 035 $a(MiAaPQ)EBC1124313 035 $a(Au-PeEL)EBL1124313 035 $a(CaPaEBR)ebr10658487 035 $a(CaONFJC)MIL447192 035 $a(PPN)188665498 035 $a(EXLCZ)992550000001005243 100 $a20121213d2013 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aIntercultural language teaching and learning /$fAnthony J. Liddicoat and Angela Scarino 205 $a1st ed. 210 $aChichester, U.K. $cWiley-Blackwell$d2013 215 $a1 online resource (210 p.) 300 $aDescription based upon print version of record. 311 $a1-4051-9810-9 320 $aIncludes bibliographical references and index. 327 $aIntercultural 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 327 $aThe 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 Interpretation in "Moving Between" Linguistic and Cultural Systems; Conclusion 327 $a4 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 327 $aConsiderations 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 327 $aUsing 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 327 $aContextualizing Assessment and Language Learning 330 $aThis 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 606 $aLanguage and languages$xStudy and teaching 606 $aIntercultural communication$xStudy and teaching 606 $aLanguage and culture$xStudy and teaching 606 $aMulticultural education 606 $aCommunicative competence 615 0$aLanguage and languages$xStudy and teaching. 615 0$aIntercultural communication$xStudy and teaching. 615 0$aLanguage and culture$xStudy and teaching. 615 0$aMulticultural education. 615 0$aCommunicative competence. 676 $a418.0071 700 $aLiddicoat$b Anthony$f1962-$01601873 701 $aScarino$b Angela$0732808 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910822454003321 996 $aIntercultural language teaching and learning$93925655 997 $aUNINA