30,147 research outputs found
Tracing the 'critical' trajectory of language and intercultural communication pedagogy
No full textBeyond theoretical and empirical commonalities, the merging of education on ‘language’ and on ‘intercultural communication’ through a focus on ‘pedagogy’ (teaching and learning) is perhaps even more recent. The literature on pedagogical approaches to the acquisition of ‘intercultural (communicative) competence’ and development of the ‘intercultural speaker’ through modern foreign languages (MFL) education, along with primers and textbooks focused on the role of language in intercultural communication, provide ample evidence of an increasingly established body of scholarship. 4 All of these developments attest to the burgeoning status of ‘language and intercultural communication pedagogy’ as a field in its own right
Cosmopolitanism meets language education: considering objectives and strategies for a new pedagogy
No full textIn the 21st century, the ancient concept of cosmopolitanism-a vision of humanity as a single community with shared responsibilities and diverse identities-has recaptured the imagination of scholars in the social sciences and the humanities. The cultural and socio-political significance of cosmopolitanism has been the subject of both theoretical and empirical research (cf. Beck & Sznaider, 2006; Inglis, 2014) across a constellation of disciplines (cf. Delanty, 2012, for a brief overview). Yet its educational significancehighlighted by Nussbaum in her influential essay Cosmopolitanism and Patriotism (1996)—has come into focus only in recent years. ‘Cosmopolitanism’ has become an almost obligatory reference in educational discourse, particularly in the higher education context, which is engaged increasingly in internationalisation processes (Richardson, 2015; Trahar, Green, de Wit & Whitsed, 2015). However, the concept is deployed in myriad ways (cf. Skrbis & Woodward, 2013) and is tied to sometimes conflicting philosophical positions (cf. Hansen, 2010a; Hansen, 2010b; Pieri, 2014; Vertovec & Cohen, 2002), making it difficult for teachers to understand how the concept may be applied effectively to classroom practice. This methodological gap is also evident in the field of language pedagogy, which historically has tended to engage more implicitly than explicitly with philosophical and sociological theories and research. Now it stands to benefit from deliberate engagement with these, to overcome the association of language learning with essentialist notions of national cultures that has prevailed since the mid-19th century (Starkey, 2010)
The Critical Turn in Language and Intercultural Communication Pedagogy Theory, Research and Practice Epilogue
No full textMaria Bersani
No full textLa voce illustra la biografia e l'apporto letterario dato da Maria Bersani alla letteratura per l'infanziaThe headword explains the biography and the contribution of the author Maria Bersani to the children's literatur
Literature for critical cultural awareness
Get PDFThe purpose of the study described in this chapter is to demonstrate how gender stereotypes can be uncovered in language teaching, whilst refining the notion of ‘critical cultural awareness’ through the concepts of ‘ideology’ and ‘essentialism’. The research was located in the British Higher Education sector and consisted of three case studies replicated with different groups of learners totalling 68 final year honours undergraduates learning the Spanish language. It focused on bringing views of Hispanic gender identities to the fore as a consciousness-raising pedagogical strategy through the reading of a short story about the experiences of two women from the impoverished suburbs of Buenos Aires, Argentina. The research comprises documentary data (students’ diaries) and conversational data (class discussions, oral presentations and interviews). The chapter describes the teaching approach and the ways in which students reacted and responded to the literary text. It also provides empirical evidence of what ‘critical cultural awareness’ means in this study with suggestions of how it can be pedagogically developed. The results of the study indicate that when literature is used as a consciousness-raising resource, it can lead to an increased awareness of ethnocentric views and the impact that these can have on intercultural relationships
A critical turn in knowledge construction in intercultural doctoral pedagogy and communication
No full textThe impact of globalisation and widening access to postgraduate education has increased the flow of international, local culturally diverse and indigenous students enrolling in postgraduate research higher-degree programs (Grant & McKinley, 2011; Nerad & Heggelund, 2008). Trends in mobile scholarship have also increased, with academic staff becoming more likely to move between countries and universities. As a result, significantly more academics and students now engage in postgraduate supervision across cultural boundaries. Therefore, postgraduate supervision has become a significant form of intercultural communication and pedagogy. Supervisors and students working together across cultural boundaries are engaged in complex, challenging and rewarding examples of intercultural communication about research
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
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