Book contents
- Frontmatter
- Contents
- Preface
- Foreign language teachers in dialogue
- Intracultural dialogue during intercultural activities
- The philosophical foundations for developing Intercultural Communicative Competence: The role of dialogue
- Parent-child dyads: Fostering or inhibiting second language learning?
- Situated identities and interaction learning
- The role of critical reading in promoting dialogic interaction
- The dialogic nature of the think aloud study investigating reading
- Before they can teach they must talk: On some aspects of human-computer interaction
- Dialoguing in curriculum development: On designing Information and Communication Technology training in modern philology setting
- A Sage on the stage or a Guide on the side? On student-teacher dialogue in the Web-enhanced writing classroom at the tertiary level
- Foreign language anxiety in test and classroom situation
Intracultural dialogue during intercultural activities
Published online by Cambridge University Press: 05 September 2014
- Frontmatter
- Contents
- Preface
- Foreign language teachers in dialogue
- Intracultural dialogue during intercultural activities
- The philosophical foundations for developing Intercultural Communicative Competence: The role of dialogue
- Parent-child dyads: Fostering or inhibiting second language learning?
- Situated identities and interaction learning
- The role of critical reading in promoting dialogic interaction
- The dialogic nature of the think aloud study investigating reading
- Before they can teach they must talk: On some aspects of human-computer interaction
- Dialoguing in curriculum development: On designing Information and Communication Technology training in modern philology setting
- A Sage on the stage or a Guide on the side? On student-teacher dialogue in the Web-enhanced writing classroom at the tertiary level
- Foreign language anxiety in test and classroom situation
Summary
Intercultural and intracultural
Intercultural communication has gained a respected place in academic research, higher education curricula, language teaching and in-service training for various professions. There exists a well-developed intercultural framework, based largely on the work of Edward Hall, Geert Hofstede, Charles Hampden-Turner and Fons Trompenaars. In the field of intercultural studies in language education seminal work has been done by Claire Kramsch and Michael Byram. Intercultural training is provided to learners at special courses, offered at college level, and also during special training sessions at the workplace (especially in the business context), but in practice the main place of intercultural activities is the language classroom. This is where the intercultural component has a chance to reach the largest number of people; the process of teaching foreign languages, especially English, has universally become a component of general education, usually starting at primary level.
Culture and intercultural competence as components of foreign language education seem to raise little doubt among learners and teachers alike.
Whatever presence culture may have in the language classroom, those who enter the classroom expect culture. They have explicit expectations, expressed perhaps as a wish to learn about the ways and lives of the people who speak the language to be learned, or as a need to know how to behave and how not to behave while among these people. Students expect to receive this information, and teachers expect to teach it.
- Type
- Chapter
- Information
- Dialogue in Foreign Language Education , pp. 23 - 38Publisher: Jagiellonian University PressPrint publication year: 2009