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Enseigner les langues-cultures à l’ère de la complexité / Teaching Language and Culture in an Era of Complexity

Approches interdisciplinaires pour un monde en reliance / Interdisciplinary Approaches for an Interrelated World

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Edited By Joëlle Aden, Trevor Grimshaw and Hermine Penz

Le 21 e siècle présente des défis importants pour l’enseignement des langues et des cultures. Les enseignants sont plus que jamais confrontés à un environnement complexe et dynamique de croyances et de pratiques, où la diversité et l’interculturalité créent des identités constamment mouvantes. Cet ouvrage propose une réponse interdisciplinaire aux incertitudes de notre époque. Il s’organise autour de deux notions clés, la reliance et les univers de croyance. Les auteurs proposent des perspectives éclairantes sur des thématiques telles que l’empathie, les constructions de Soi et de L’Autre, le développement de la conscience interculturelle et le rôle de l’anglais comme lingua franca. Cet ouvrage constitue ainsi une avancée significative pour le développement d’un paradigme théorique et pédagogique adapté à notre monde plurilingue et pluriculturel.
The 21 st century presents significant challenges for the teaching of language and culture. More than ever before, educators are faced with a complex and dynamic landscape of beliefs and practices, where diversity and interculturality create constantly shifting identities. This volume offers an interdisciplinary response to the uncertainties of our era. It takes as its focus two key notions: interrelatedness and universes of belief and thought. The contributors offer illuminating insights on topics such as empathy, constructions of Self and Other, the cultivation of intercultural awareness and the role of English as a Lingua Franca. As such, the volume makes a significant step towards developing a theoretical and pedagogical paradigm appropriate for our plurilingual and pluricultural world.

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PARTIE II. REVISITER QUELQUES NOTIONS DIDACTIQUES / PART II. REVISITING SOME EDUCATIONAL CONCEPTS

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PARTIE II REVISITER QUELQUES NOTIONS DIDACTIQUES PART II REVISITING SOME EDUCATIONAL CONCEPTS 147 Teaching Strategies for Achieving Understanding in the Language Classroom Hermine PENZ University of Graz, Austria Introduction The teaching of culture in language education has long been based on factual knowledge and has tended to take a contrastive approach. In recent years, however, the importance of other aspects of teaching culture, such as cultural awareness, skills, etc. has been included in models of intercultural competence and as a consequence in language teaching as well. However, the question is how intercultural competence is reflected in authentic intercultural interactions and how strategies that help to over- come communication problems in intercultural contexts can be taught in the classroom. The present paper takes the concept of communication strategies from interlanguage research as a starting point and then looks into the question of how these could be extended towards strategies for achiev- ing understanding. This approach goes beyond the deficit approach of interlanguage research and the focus on misunderstandings in intercul- tural studies. Instead, it focuses on the role of strategies that support successful communication in intercultural settings where the negotiation of meaning is crucial for the interaction. Based on a study of how strate- gies of achieving understanding are applied by skilled intercultural communicators in international project discussions. The author briefly discusses selected models of intercultural competence with respect to the place they give to these interactive strategies. Finally, the possibili- ties of integrating the teaching of strategies for achieving understanding...

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