By John Corbett
Intercultural language schooling has redefined the trendy languages schedule in Europe and North the US. Now intercultural studying can also be commencing to impression on English Language educating. This available e-book introduces academics of EFL to intercultural language schooling by means of describing its background and theoretical ideas, and by way of giving examples of lecture room initiatives.
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Additional resources for An Intercultural Approach to English Language Teaching
Effectively, it fundamentally reconfigures the longaccepted goals of communicative language teaching by seeking: • an integration of linguistic and cultural learning to facilitate communication and interaction; • a comparison of others and self to stimulate reflection on and (critical) questioning of the mainstream culture into which learners are socialised; • a shift in perspective involving psychological processes of socialisation; • the potential of language teaching to prepare learners to meet and communicate in other cultures and societies than the specific one usually associated with the language they are learning.
Vp 13 August 2003 16:39:00 Color profile: Generic CMYK printer profile Composite Default screen 30 Intercultural Approaches to ELT educated overseas elites. , 1994: 125–34). Moving culture from the margins to the centre The foregoing discussion attempts to tease out approaches to the teaching of culture that at times are closely interwoven. The everyday practice of language teachers has long borrowed eclectically from different educational approaches, and so the goals of systematic acculturation, or enculturation, or indeed sociopolitical education are unlikely to have been sustained consistently within curricula whose primary drive remains towards language proficiency.
For this reason, training in cultural observation should be part of most courses. A thorny political question is how much learners should be expected to conform to the norms and values of a target culture, if these are alien or irrelevant to an individual’s concerns. e. the culture of quantitative sociologists) did not meet her needs as a woman who wished to tackle practical social issues. She dropped out after a year. Casanave (1992: 165–6) notes that the conflict between her ‘home’ culture and the target ‘academic’ culture was realised partly in her rejection of technical language in favour of ‘everyday’ terms: Language in some ways lay at the heart of her self-identity by helping define who she was and with which reference group she would align herself.
An Intercultural Approach to English Language Teaching by John Corbett