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
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AAUSC Issues in language proram direction 2010
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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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