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EB

ONLINE

Singapore : Springer, 2022

1 online resource (193 pages)

ISBN 9789811909917 (electronic bk.)

ISBN 9789811909900

Intercultural Communication and Language Education Ser.

Print version: East, Martin Journeys Towards Intercultural Capability in Language Classrooms Singapore : Springer,c2022 ISBN 9789811909900

3.5.1 The Ellis (2005) Report -- 3.5.2 The Newton et al. (2010) Report.

2.4 Critiquing the Models of Intercultural Competence -- 2.5 Third Place Positioning -- 2.6 Interculturality in Curricula -- 2.6.1 Interculturality in Language Classrooms -- 2.6.2 Challenges for L2 Teachers -- 2.7 Studies into the Intercultural in L2 Teaching -- 2.7.1 Studies into the Intercultural with Young Learners -- 2.7.2 Embedding Intercultural Explorations in School Contexts -- 2.7.3 Collaborations Between Teachers and Teacher Educators/Researchers -- 2.7.4 Promoting Explicit Teaching and Scaffolding for Intercultural Learning -- 2.8 Conclusion -- References -- 3 The Intercultural Dimension in the New Zealand Language Teaching Context -- 3.1 Introduction -- 3.2 A History of Language Policy Development in New Zealand -- 3.3 New Zealand’s 2007 School Curriculum -- 3.4 Te reo Māori -- 3.5 Supporting Enactment of the Learning Languages Learning Area ---

Intro -- Introduction and Acknowledgements -- References -- Contents -- 1 Beginning the Journeys Towards Intercultural Capability -- 1.1 Introduction -- 1.2 The Significance of Our Study -- 1.3 The Language-Culture Relationship -- 1.4 Communicative Competence -- 1.5 Communicative Language Teaching -- 1.5.1 Weak CLT -- 1.5.2 Presentation-Practice-Production -- 1.5.3 Strong CLT -- 1.5.4 Task-Based Language Teaching -- 1.6 What Has Been Lacking in CLT Approaches -- 1.7 Intercultural Communicative Competence -- 1.8 Intercultural Communicative Language Teaching -- 1.9 Challenges in Practice -- 1.10 Introducing the Present Study -- 1.10.1 The New Zealand Context for Language Teaching -- 1.10.2 Our Project -- 1.11 Presenting the Journeys -- 1.12 Conclusion -- References -- 2 Studies on the Intercultural Dimension Across the Globe -- 2.1 Introduction -- 2.2 The Intercultural Dimension -- 2.3 Intercultural Competence ---

5 Journeys Towards Intercultural Capability: The Students’ Voices -- 5.1 Introduction -- 5.2 Contextual Background -- 5.3 Lillian -- 5.3.1 Phase II Inquiry: Discovering Different Perspectives of School Sports -- 5.3.2 Phase III Inquiry: Using Senses and Feelings to Compare Schooling -- 5.4 Kelly -- 5.4.1 Phase II Inquiry: Exploring Concepts of Family Through Language and Culture -- 5.4.2 Phase III Inquiry: Comparing Values and Beliefs Reflected in Colours and Clothing -- 5.5 Kathryn -- 5.5.1 Phase II Inquiry: Noticing Similarities and Differences in the Use of Time -- 5.5.2 Phase III Inquiry: Using Student Inquiries About Food for Intercultural Exploration -- 5.6 Mike -- 5.6.1 Phase II Inquiry: Challenging Notions of "Normal" Through Food and Drink -- 5.6.2 Phase III Inquiry: Reflecting on School Systems -- 5.7 Tamara -- 5.7.1 Phase II Inquiry: Making Connections Through Movement ---

6.10 Time Constraints -- 6.11 Teachers’ Reflections and Learnings from the Project -- 6.12 Realisations About the Teaching Approach -- 6.13 Self-Reflection and Critical Thinking -- 6.14 Benefits of the Project -- 6.14.1 Motivation and Student Engagement -- 6.14.2 Increased Critical Reflection -- 6.14.3 Additional Realisations -- 6.14.4 The Broader Context -- 6.15 Conclusion -- References -- 7 Journeys Towards Intercultural Capability: The Researchers’ Voices -- 7.1 Introduction -- 7.2 Contextual Background -- 7.3 Beginning the Journey -- 7.4 Phase I -- 7.5 Phase II -- 7.5.1 Critical Friend Conversations -- 7.5.2 Promoting Reflective Practices -- 7.6 Phase III -- 7.6.1 Challenges Emerging from the Inquiry Cycles -- 7.7 Phase IV -- 7.8 Conclusion -- References -- 8 Journeys Towards Intercultural Capability: Retrospective Reflections -- 8.1 Introduction -- 8.2 What We Found ---

3.6 Supporting Teachers with Enacting the Strands -- 3.7 Studies into the Intercultural in the New Zealand Context -- 3.8 Conclusion -- References -- 4 Introducing the Two-Year Study -- 4.1 Introduction -- 4.2 Background -- 4.3 Research Framework -- 4.3.1 Inquiry-Based Approaches -- 4.3.2 Inquiry Learning -- 4.3.3 Teaching as Inquiry -- 4.3.4 Collaborative Inquiry -- 4.4 Data Collection Methods -- 4.4.1 Student Data -- 4.4.2 Teacher Data -- 4.4.3 Researcher Data -- 4.5 Ethical Considerations -- 4.6 Teacher Participants -- 4.6.1 Lillian -- 4.6.2 Kelly -- 4.6.3 Kathryn -- 4.6.4 Mike -- 4.6.5 Tamara -- 4.7 Researchers -- 4.8 Research Procedures -- 4.8.1 Phase I (February 2016-June 2016) -- 4.8.2 Phase II (July 2016-December 2016) -- 4.8.3 Phase III (February 2017-September 2017) -- 4.8.4 Phase IV (September 2017-December 2017) -- 4.9 Data Analysis and Reporting -- 4.9.1 Data Source Identifiers -- References ---

8.2.2 Teachers’ Journeys: Developing Intercultural Teaching and Learning -- 8.2.3 Researchers’ Journeys: Uncovering What Is Feasible -- 8.3 Language Teaching and Learning: Theoretical Considerations -- 8.3.1 Target Language or First Language Use? -- 8.3.2 Isolated or Integrated? -- 8.4 Implications for Language Education -- 8.4.1 Planning -- 8.4.2 Teaching -- 8.4.3 Reflecting -- 8.5 Further Implications for Language Education -- 8.5.1 Implications for the L2 Classroom-Integrating Culture and Language -- 8.5.2 Implications Beyond the L2 Classroom-Isolating Culture from Language -- 8.5.3 Reconciling the Language-Culture Interface in the New Zealand Context -- 8.6 Limitations and Directions for Further Research -- 8.7 Conclusion -- References.

5 Journeys Towards Intercultural Capability: The Students’ Voices -- 5.1 Introduction -- 5.2 Contextual Background -- 5.3 Lillian -- 5.3.1 Phase II Inquiry: Discovering Different Perspectives of School Sports -- 5.3.2 Phase III Inquiry: Using Senses and Feelings to Compare Schooling -- 5.4 Kelly -- 5.4.1 Phase II Inquiry: Exploring Concepts of Family Through Language and Culture -- 5.4.2 Phase III Inquiry: Comparing Values and Beliefs Reflected in Colours and Clothing -- 5.5 Kathryn -- 5.5.1 Phase II Inquiry: Noticing Similarities and Differences in the Use of Time -- 5.5.2 Phase III Inquiry: Using Student Inquiries About Food for Intercultural Exploration -- 5.6 Mike -- 5.6.1 Phase II Inquiry: Challenging Notions of "Normal" Through Food and Drink -- 5.6.2 Phase III Inquiry: Reflecting on School Systems -- 5.7 Tamara -- 5.7.1 Phase II Inquiry: Making Connections Through Movement ---

5.8 The Students’ Journeys: Emergent Intercultural Growth.

6.10 Time Constraints -- 6.11 Teachers’ Reflections and Learnings from the Project -- 6.12 Realisations About the Teaching Approach -- 6.13 Self-Reflection and Critical Thinking -- 6.14 Benefits of the Project -- 6.14.1 Motivation and Student Engagement -- 6.14.2 Increased Critical Reflection -- 6.14.3 Additional Realisations -- 6.14.4 The Broader Context -- 6.15 Conclusion -- References -- 7 Journeys Towards Intercultural Capability: The Researchers’ Voices -- 7.1 Introduction -- 7.2 Contextual Background -- 7.3 Beginning the Journey -- 7.4 Phase I -- 7.5 Phase II -- 7.5.1 Critical Friend Conversations -- 7.5.2 Promoting Reflective Practices -- 7.6 Phase III -- 7.6.1 Challenges Emerging from the Inquiry Cycles -- 7.7 Phase IV -- 7.8 Conclusion -- References -- 8 Journeys Towards Intercultural Capability: Retrospective Reflections -- 8.1 Introduction -- 8.2 What We Found ---

8.2.1 Students’ Journeys: Developing Intercultural Capability.

3.6 Supporting Teachers with Enacting the Strands -- 3.7 Studies into the Intercultural in the New Zealand Context -- 3.8 Conclusion -- References -- 4 Introducing the Two-Year Study -- 4.1 Introduction -- 4.2 Background -- 4.3 Research Framework -- 4.3.1 Inquiry-Based Approaches -- 4.3.2 Inquiry Learning -- 4.3.3 Teaching as Inquiry -- 4.3.4 Collaborative Inquiry -- 4.4 Data Collection Methods -- 4.4.1 Student Data -- 4.4.2 Teacher Data -- 4.4.3 Researcher Data -- 4.5 Ethical Considerations -- 4.6 Teacher Participants -- 4.6.1 Lillian -- 4.6.2 Kelly -- 4.6.3 Kathryn -- 4.6.4 Mike -- 4.6.5 Tamara -- 4.7 Researchers -- 4.8 Research Procedures -- 4.8.1 Phase I (February 2016-June 2016) -- 4.8.2 Phase II (July 2016-December 2016) -- 4.8.3 Phase III (February 2017-September 2017) -- 4.8.4 Phase IV (September 2017-December 2017) -- 4.9 Data Analysis and Reporting -- 4.9.1 Data Source Identifiers -- References ---

5.8.1 Facts About the Target Cultures -- 5.8.2 Noticing Differences -- 5.8.3 Openness to Difference -- 5.8.4 Comfortableness with Difference -- 5.8.5 "Third Place" Positioning -- 5.9 Teachers’ Perceptions of Students’ Intercultural Learning Gains -- 5.10 Unanticipated Outcomes -- 5.10.1 Increased Engagement -- 5.10.2 Greater Use of the Target Language -- 5.10.3 Heightened Motivation for Future Language Use and Language Learning -- 5.11 Reflections on the Outcomes -- 5.11.1 The Issue of Age -- 5.11.2 Affective Impacts -- 5.12 Conclusion -- References -- 6 Journeys Towards Intercultural Capability: The Teachers’ Voices -- 6.1 Introduction -- 6.2 Contextual Background -- 6.3 The Participating Teachers -- 6.4 Preparing Teachers for Their Inquiry Cycles -- 6.5 Initial Reflections -- 6.6 Challenges Encountered in Practice -- 6.7 Pedagogical Approaches -- 6.8 Addressing Stereotypes -- 6.9 The Language-Culture Interface ---

8.2.2 Teachers’ Journeys: Developing Intercultural Teaching and Learning -- 8.2.3 Researchers’ Journeys: Uncovering What Is Feasible -- 8.3 Language Teaching and Learning: Theoretical Considerations -- 8.3.1 Target Language or First Language Use? -- 8.3.2 Isolated or Integrated? -- 8.4 Implications for Language Education -- 8.4.1 Planning -- 8.4.2 Teaching -- 8.4.3 Reflecting -- 8.5 Further Implications for Language Education -- 8.5.1 Implications for the L2 Classroom-Integrating Culture and Language -- 8.5.2 Implications Beyond the L2 Classroom-Isolating Culture from Language -- 8.5.3 Reconciling the Language-Culture Interface in the New Zealand Context -- 8.6 Limitations and Directions for Further Research -- 8.7 Conclusion -- References.

001897128

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(Au-PeEL)EBL6992134

(MiAaPQ)EBC6992134

(OCoLC)1322064745