Critical and intercultural theory and language pedagogy
著者
書誌事項
Critical and intercultural theory and language pedagogy
(Issues in language program direction, 2010)
Heinle Cengage Learning, c2012
- : pbk
- タイトル別名
-
AAUSC Issues in language proram direction 2010
大学図書館所蔵 全2件
  青森
  岩手
  宮城
  秋田
  山形
  福島
  茨城
  栃木
  群馬
  埼玉
  千葉
  東京
  神奈川
  新潟
  富山
  石川
  福井
  山梨
  長野
  岐阜
  静岡
  愛知
  三重
  滋賀
  京都
  大阪
  兵庫
  奈良
  和歌山
  鳥取
  島根
  岡山
  広島
  山口
  徳島
  香川
  愛媛
  高知
  福岡
  佐賀
  長崎
  熊本
  大分
  宮崎
  鹿児島
  沖縄
  韓国
  中国
  タイ
  イギリス
  ドイツ
  スイス
  フランス
  ベルギー
  オランダ
  スウェーデン
  ノルウェー
  アメリカ
注記
"AAUSC 2010"--Cover, spine
Includes bibliographical references
収録内容
- chapter 1. What is language pedagogy for? / Alison Phipps, Glenn S. Levine
- chapter 2. Theorizing translingual/transcultural competence / Claire Kramsch
- chapter 3. Classrooms and "real" worlds : boundaries, roadblocks, and connections / Leo van Lier
- chapter 4. Understanding comprehension : hermeneutics, literature, and culture in collegiate foreign language education / Per Urlaub
- chapter 5.Toward a contact pragmatics of literature : habitus, text, and advanced second-language classroom / David Gramling, Chantelle Warner
- chapter 6. The healthcare professional as intercultural speaker / Peih-ying Lu, John Corbett
- chapter 7. Theorizations of intercultural communication / Maria Dasli
- chapter 8. Framing ideas from classical language teaching, past, and future / Jan Parker
- chapter 9. From core curricula to core identities : on critical pedagogy and foreign language/culture education / David Brenner
- chapter 10. Postcolonial complexities in foreign language education and the humanities / Robert W. Train
- chapter 11. Collaboration and interaction : the keys to distance and computer-supported language learning / James A. Coleman ... [et al.]
- chapter 12. A social constructivist approach to foreign language writing in online environments / Idoia Elola, Ana Oskoz
- chapter 13. Cognitive grammar and its applicability in the foreign language classroom / Carlee Arnett, Harriett Jernigan
- chapter 14. After the MLA report : rethinking the links between literature and literacy, research and teaching in foreign language departments / Katherine Arens
- Epilogue. Paradigms in transition / Alison Phipps, Glenn S. Levine
内容説明・目次
内容説明
Critical theory, intercultural theory, critical pedagogy, and complexity theory: all of these and others have yet to penetrate the shell of foreign-language pedagogy in a systematic way. The field remains concerned primarily--and understandably--with the instrumental demands of facilitating the skills of speaking, listening, reading, and writing. It is often argued that practice is theory-light and theory is practice-light. Consequently, it has proven notoriously difficult to bridge the theory-practice gap. AAUSC 2010 Volume provides a frank and provocative treatment of theory in language teaching and learning, arguing for alternative understanding that may overcome the conflicts between theory and practice. Fostering sophisticated translingual and transcultural competences, linking the work of the language classroom with the profound mission and goals of the humanities, and helping university-level language education contribute to the fostering of compassion and even the transformation of global conflict are now part of the language pedagogy pursuit. To move the language profession in this long-overdue direction, the contributions to this volume provide insightful analyses of foreign-language curriculum, teaching, and learning in a postmodern world and the ways that a range of theoretical frameworks can or already do contribute to our thinking about these issues. The volume gives the reader unfamiliar with theory a thumbnail introduction to a range of models and frameworks, offers numerous practical steps for curriculum design and classroom practice derived from theoretical principles, and also provides fuel for crucial transformative discussions and debates in language departments.
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