Journeys Towards Intercultural Capability in Language Classrooms : : Voices from Students, Teachers and Researchers.

• Superior document: Intercultural Communication and Language Education Series
• Author: East, Martin.
• TeilnehmendeR: Tolosa, Constanza.; Howard, Jocelyn.; Biebricher, Christine.; Scott, Adèle.
• Place / Publishing House: Singapore : : Springer,, 2022.; ©2022.
• Year of Publication: 2022
• Edition: 1st ed.
• Language: English
• Series: Intercultural Communication and Language Education Series
• Physical Description: 1 online resource (193 pages)

Table of Contents

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