Developing Critical Languaculture Pedagogies in Higher Education : : Theory and Practice / / Adriana Raquel Díaz.

• Superior document: Title is part of eBook package: De Gruyter MultiLingual Matters Backlist eBook-Package 2000-2013
• VerfasserIn: Díaz, Adriana Raquel,
• MitwirkendeR: Liddicoat, Anthony J.,
• Place / Publishing House: Bristol ;, Blue Ridge Summit : : Multilingual Matters, , [2013]; ©2013
• Year of Publication: 2013
• Language: English
• Series: Languages for Intercultural Communication and Education
• Physical Description: 1 online resource (216 p.)
• Other title: Frontmatter --; Contents --; Figures and Tables --; Foreword --; Preface --; Introduction --; Part 1: The Theory/Practice Gap in Language and Culture Pedagogies in Higher Education --; 1. Stumbling Blocks to Bridging the Theory/Practice Gap --; 2. From Stumbling Blocks into Building Blocks --; Part 2: Theory Versus Practice and the Realm of Possibility --; 3. Case Studies of Curricular Innovation --; 4. The Good, The Bad and The Feasible --; Part 3: Bridging the Gap Without Falling into the Precipice --; 5. Articulating the Feasible with Sustainable Innovation --; Conclusion: Prospects for a Field in Transition --; Appendix 1: Case Study A: Languaculture Workshop Presentation in Italian Culture Context Subject --; Appendix 2: Case Study B: Italian Language Subject Sample Lesson Plan --; Appendix 3: Case Study B: Languaculture Workshop Presentation in Italian Language subject --; Appendix 4: Case Study C: Chinese Language Subject --; Appendix 5: Case Study D: Discovery Page --; References --; Index
• Format: Mode of access: Internet via World Wide Web.
• ISBN: 9781783090365; 9783111024738; 9783110663136; 9783110606713
• DOI: 10.21832/9781783090365
• Access: restricted access
• Hierarchical level: Monograph
• Statement of Responsibility: Adriana Raquel Díaz.

Despite widespread agreement about the need to develop interculturally competent graduates, there is a lack of agreement about how this goal may be achieved in practice. This is significant as universities around the world, particularly in English-speaking countries, have espoused an interculturally-aware vision for their future graduates and turned to language education, as an inherently intercultural activity, to expose students to a world which is linguistically and culturally different from their own. This book focuses on narrowing the gap between the often conflicting theoretical and practical imperatives faced by language teachers in an internationalised higher education context. It does so by providing comprehensive conceptual discussions of emerging critical intercultural language pedagogies as well as empirical accounts and case studies from the frontline.