The Handbook of Plurilingual and Intercultural Language Learning

Auteur

Christiane Fäcke is Professor and Chair of Didactics of Romance Languages and Literatures at the University of Augsburg, Germany. Her research examines intercultural learning, plurilingual education, assessment and evaluation, and didactics of literature. Xuesong (Andy) Gao is Professor of Language and Literacy Education at the University of New South Wales, Australia. His work focuses on language teacher education, language education policy, and language learning strategies. Paula Garrett-Rucks is Associate Professor of World Languages Education at Georgia State University, USA. Her work focuses on the teaching, learning, and assessment of intercultural communicative competence, teacher preparation, and learners' cultural perceptions and stereotype formation.

Texte du rabat

Our evolving understanding of the role of English as a lingua franca and our growing sensitivity to the unique needs of students and teachers who communicate across languages and cultures has led to significant changes in language teaching, pedagogy, and curriculum design. The Handbook of Plurilingual and Intercultural Language Learning is a field-defining book, which examines the various ways learners learn and acquire language in a truly global context. Featuring contributions from a diverse range of scholars reflecting different cultural, linguistic, regional, and ideological perspectives, this innovative volume presents the most recent developments in the field while revealing the nuances and complexities of teaching and learning foreign languages. This Handbook *explains the conceptual basis of intercultural and plurilingual learning, describes core pedagogical concepts, discusses different learning and teaching approaches, and provides the historical background for various methods and theories. The authors discuss how policy and pedagogy can adapt to the shifting demographics of local student populations, address new trends and evolving themes, and explore contemporary topics such as translanguaging, intercomprehension, technology-enhanced learning, language policy, and more. *The Handbook of Plurilingual and Intercultural Language Learning is essential reading for students, educators, and researchers in applied linguistics, language teaching and learning, plurilingualism/multilingualism, TESOL, cognitive linguistics, language policy, language acquisition, and intercultural communication.

Contenu

Notes on Contributors xi

Introduction: Key Perspectives on Intercultural and Plurilingual Discourses 1
Christiane Fäcke, Paula Garrett- Rucks, and Xuesong (Andy) Gao

Section 1 Fundamentals of Intercultural and Plurilingual Learning 13

Section 1a Culture 15

1 Identity, Diversity, Equity, and Inclusion 17
Michele Back

2 From Multiculturalism to Social Justice: Implications for Language Education in the United States and Canada 29
Ryuko Kubota

3 Intercultural Competence 43
Lamia Nemouchi and Michael Byram

4 Critical Interculturality in Language Learning: Plurilingualism for Problematizing and Enriching the Notion 59
Fred Dervin

Section 1b Language 71

5 Language, Languages, Plurilingual Education 73
Claudia Polzin- Haumann

6 Endangered Languages and Language Revitalization 83
Anna Fenyvesi and Marianne Bakró- Nagy

7 Conceptualizing and Positioning Lingua Francas: English and Other Languages 97
Piotr Romanowski and Ioannis Karras

8 Language Comparison in Plurilingual Learning and Processing 111
Johannes Müller- Lancé

9 Rethinking Code- Switching and Translanguaging as Language Management Strategies in the Dynamic Model of Multilingualism 123
Ulrike Jessner, Elisabeth Allgäuer- Hackl, and Susan Coetzee- Van Rooy

10 Multimodality and Trans- Semiotics 139
Mastin Prinsloo

Section 1c Language Policies 153

11 Languages and Nation Building 155
David Martínez- Prieto

12 Language Policy and Planning: A Focus on ASEAN and EU Contexts 167
Huan Yik Lee

13 Critical Approaches to World Englishes 181
Peter I. De Costa, Curtis Green- Eneix, Praew Bupphachuen, Madelynne Gregory, and Gerardo Melgar

14 Issues of Equity and Access in Foreign Language Education 191
Kelly Frances Davidson

15 Plurilingual Language Policies and Teaching Approaches in Higher Education 203
Jasone Cenoz and Durk Gorter

Section 2 Pedagogical Concepts 215

Section 2a Pedagogical Concepts of Intercultural Learning 217

16 Intercultural Discourses between Universalism and Particularism 219
Christiane Fäcke

17 Transculturality (Revisited) 233
Werner Delanoy

18 Assessing Intercultural Competence 247
Paula Garrett- Rucks

19 Intercultural Education through Literature 261
Ana Gonçalves Matos

20 Intercultural Learning in Preschool and Primary School Contexts 275
Yuko Goto Butler and Shiyu Jiang

21 Intercultural Learning in Secondary School Contexts and in Adult Education 289
Manuela Wagner and Dominique Galvez

22 Linguistic and Cultural Mediation 303
Anthony J. Liddicoat and Martine Derivry Plard

Section 2b Pedagogical Concepts of Plurilingual Learning 317

23 Didactics of Plurilingualism- A European View 319
Michel Candelier and Jean- François de Pietro

24 Plurilingual and Pluricultural Competence: Origins, Current Trends, and Future Directions 333
Angelica Galante

25 Plurilingual Assessment 349
Elisabetta Bonvino and Diego Cortés Velásquez

26 Many Languages- One Curriculum 365
Britta Hufeisen and Nicole Marx

27 Using Telecollaboration to Prepare Teacher Candidates for Plurilingual Students 379
Babürhan Üzüm, Sedat Akayoglu, John Turnbull, and Bedrettin Yazan

Section 3 Learning and Teaching Approaches 399

28 Teaching Intercomprehension and Foreign Language Learning Competence 401
Jochen Strathmann

29 Teaching and Learning Materials to Foster Plurilingualism 415
Michaela Rückl

30 Intercultural and Plurilingual Aspects in Language Teacher Education 431
Xuesong (Andy) Gao and Shiyao Wang

31 Teaching Plurilingualism 445
Christian Ollivier

32 Teaching Intercultural Sensitivity and Competence 459
Mehry Haddad Narafshan

33 Plurilingual Learning Competence 473
Hélène Martinez

34 Doing Language and Gender in the Classroom: Teaching toward Justice 483
Kris Aric Knisely

Section 4 Diachronic Aspects 495

35 Methods and Motivations in Foreign Language Teaching from Antiquity to the Present 497
Simon Coffey

36 From Native Speaker to Intercultural Plurilingual Speaker: About the Eventful History of Guiding Concepts in Applied Linguistics and Foreign Language Pedagogy 511
Adelheid Hu

37 Critical Applied Language/Linguistics Imaginings and Academic Legacies for a Better World 525
Gertrude Tinker Sachs

Index 539