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Scarino Angela Intercultural Language Teaching and Learning


This wide-ranging survey of issues in intercultural language teaching and learning covers everything from core concepts to program evaluation, and advocates a fluid, responsive approach to teaching language that reflects its central role in fostering intercultural understanding. Includes coverage of theoretical issues defining language, culture, and communication, as well as practice-driven issues such as classroom interactions, technologies, programs, and language assessment Examines systematically the components of language teaching: language itself, meaning, culture, learning, communicating, and assessments, and puts them in social and cultural context Features numerous examples throughout, drawn from various languages, international contexts, and frameworks Incorporates a decade of in-depth research and detailed documentation from the authors’ collaborative work with practicing teachers Provides a much-needed addition to the sparse literature on intercultural aspects of language education

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Группа авторов Literature and Intercultural Learning in Language and Teacher Education

Группа авторов Literature and Intercultural Learning in Language and Teacher Education

Carlos Miguel Gómez Interculturality, Rationality and Dialogue


This work is a philosophical investigation into the argumentative conditions for intercultural dialogue in Latin America. Through a critical discussion of some key theories of argumentation and intercultural dialogue and a thoughtful analysis of the Latin-American context of diversity, this book develops an intercultural model of argumentation based on the criteria of Intercultural Reasonableness and Discursive Interpellation. These criteria, which have a contextual and dialogical character, aim to offer the appropriate normative ground for a polylogical argumentative dialogue, in which the parties can make use of their own types of language and rationality without presupposing a common standard for the rational evaluation of arguments.

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Группа авторов Intercultural Communication in Action


The informative and wide-ranging essays in this second volume of Borgo Perspectives on Intercultural Communication, by authors from Britain, Bulgaria, Germany, India, Russia and Spain, look at intercultural communication in action–whether in television or the movies, in the press, on the internet, in student life, in school, in the work of translators and interpreters, or simply in the attempt to communicate with «the Other.» The seventeen pieces include: FRANCIS JARMAN: Intercultural Communication; ARIT BREEDE: Studying Abroad to Encounter the Other?; VASCO DA SILVA: Qualitative Approaches to Students' Intercultural Experience; BERENIKE KUSCHEL, ELKE BOSSE & IOULIA GRIGORIEVA: Go.Intercultural!; HELENA DRAWERT: Biographical Research; JOACHIM GRIESBAUM: Using Social Information and Communication Tools to Foster Intercultural Exchange and Learning; THOMAS MANDL: Encountering Others Online; MARIA MÖSTL, CHRISTA WOMSER-HACKER & JOACHIM GRIESBAUM: Self-Expression in Online Networks; FRANCIS JARMAN: The Hildesheim Intercultural Film Database; ANNE-KRISTIN LANGNER: Casting Shows and Culture; MANJU RAMANAN: Growing «Other»wise; DETELINA METZ & MADELEINE DANOVA: Encountering the Other; HANSJÖRG BITTNER: Words and Phrases; JESÚS BAIGORRI JALÓN & CONCEPCIÓN OTERO MORENO: Understanding the Other; FRANCIS JARMAN: Put the Signs Up, Take the Signs Down; EKATERINA SOFRONIEVA: In Quest of the Language Bridge; KLAUS SCHUBERT: Reducing Otherness. Francis Jarman has authored nine books for Borgo Press, including plays, a science fiction novel, a collection of essays, and three anthologies of essays by other writers. He lives and works in Germany.

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Группа авторов The Handbook of Technology and Second Language Teaching and Learning


The Handbook of Technology and Second Language Teaching and Learning presents a comprehensive exploration of the impact of technology on the field of second language learning. The rapidly evolving language-technology interface has propelled dramatic changes in, and increased opportunities for, second language teaching and learning. Its influence has been felt no less keenly in the approaches and methods of assessing learners' language and researching language teaching and learning. Contributions from a team of international scholars make up the Handbook consisting of four parts: language teaching and learning through technology; the technology-pedagogy interface; technology for L2 assessment; and research and development of technology for language learning. It considers how technology assists in all areas of language development, the emergence of pedagogy at the intersection of language and technology, technology in language assessment, and major research issues in research and development of technologies for language learning. It covers all aspects of language including grammar, vocabulary, reading, writing, listening, speaking, pragmatics, and intercultural learning, as well as new pedagogical and assessment approaches, and new ways of conceiving and conducting research and development. The Handbook of Technology and Second Language Teaching and Learning demonstrates the extensive, multifaceted implications of technology for language teachers, learners, materials-developers, and researchers.

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Angela Gossow


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Hi, Angela


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