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Identities in and across Cultures

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Paola Evangelisti Allori

This volume is a collection of empirical studies investigating the ways and means through which culturally-shaped identities are manifested in and through discourse in documents and texts from multiple spheres of social action. It also looks at possible ways in which understanding and acceptance of diverse cultural identities can be moulded and developed through appropriate education.
Language being one of the most evident and powerful ‘markers’ of cultural identity, discourse and text are sites where cultures are both constructed and displayed and where identities are negotiated. The approaches to the analysis of culture and identity adopted here to account for the multifaceted realisations of cultural identities in the texts and documents taken into consideration span from multimodality, to discourse and genre analysis, to corpus linguistics and text analysis. The volume then offers a varied picture of approaches to the scientific enquiry into the multifaceted manifestations of identity in and across national, professional, and disciplinary cultures.
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Supporting the Development of Professional Identity through Intercultural Communication and Language Courses: Liisa Timonen, Marjo Piironen

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LIISA TIMONEN / MARJO PIIRONEN

Supporting the Development of Professional Identity through Intercultural Communication and Language Courses

Language learning today is a considerably wider concept than it used to be. Language learning refers not only to acquiring a linguistic competence but learning a more holistic communicative competence. Kaikkonen (2001: 11) argues that the goal of language learning should comprise linguistic competence, communicative competence and intercultural communicative competence. These skills can be developed by using experiential learning methods. However, not just language learning but also the role of teaching has changed. As learners’ role has become more active, teaching is seen increasingly as guiding the learning processes. Learning of this kind also acknowledges learners’ individual identities as a resource in learning.

This paper focuses on learner-oriented experiential approach and it has two aims. Firstly, it strives to clarify the concept of professional identity as a basis of teachers’ professional knowledge and secondly, it offers examples on how the development of learners’ professional identity can be supported by using experiential learning methods. The examples the paper offers come from intercultural communication and foreign language courses at North Karelia University of Applied Sciences (NKUAS) in Finland. Finnish universities of applied sciences offer students bachelor and master level education in various professional fields. The focus of this study is in agricultural education and nursing. Language teaching at these universities follows the guidelines of LSP (languages for specific purposes) or VOLL (vocationally oriented language learning). When teaching languages for...

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