Intercultural Learning in Modern Language Education
Expanding Meaning-Making Potentials
Nonfiction, Reference & Language, Education & Teaching, Educational Theory, Multicultural Education, Language Arts, Study & Teaching
| Author: | Dr. Erin Kearney | ISBN: | 9781783094691 |
| Publisher: | Channel View Publications | Publication: | December 3, 2015 |
| Imprint: | Multilingual Matters | Language: | English |
| Author: | Dr. Erin Kearney |
| ISBN: | 9781783094691 |
| Publisher: | Channel View Publications |
| Publication: | December 3, 2015 |
| Imprint: | Multilingual Matters |
| Language: | English |
Winner of the 2015-16 Kenneth W. Mildenberger Prize awarded by the Modern Language Association
Many educators aim to engage students in deeply meaningful learning in the language classroom, often facing challenges to connect the students with the culture of the language they are learning. This book aims to demonstrate that substantial intercultural learning can and does occur in the modern language classroom, and explores the features of the classroom that support meaningful culture-in-language-learning. The author argues that transformative modern language education is intimately tied to a view of language learning as an engagement in meaning-making activity, or semiotic practice. The empirical evidence presented is analyzed and then linked to both the theorizing of culture-in-language-teaching and to practical concerns of teaching.
Winner of the 2015-16 Kenneth W. Mildenberger Prize awarded by the Modern Language Association
Many educators aim to engage students in deeply meaningful learning in the language classroom, often facing challenges to connect the students with the culture of the language they are learning. This book aims to demonstrate that substantial intercultural learning can and does occur in the modern language classroom, and explores the features of the classroom that support meaningful culture-in-language-learning. The author argues that transformative modern language education is intimately tied to a view of language learning as an engagement in meaning-making activity, or semiotic practice. The empirical evidence presented is analyzed and then linked to both the theorizing of culture-in-language-teaching and to practical concerns of teaching.
