- Machine generated contents note: Language, Culture, and Language Education -- The Concept of Method -- Critiques of Method -- Moving beyond Methods -- About this Book -- Understanding Language -- Language as a structural system -- Language as a communicative system -- Language as social practice -- Concluding comments -- Understanding Culture -- Cultures as national attributes -- Cultures as societal norms -- Cultures as symbolic systems -- Cultures as practices -- Culture for language teaching and learning -- The Intercultural: Understanding Language, Culture, and their Relationship -- Introduction: Two Families of Theories -- Key Understandings of SLA and Language Learning within Diverse Families of Theories -- A Brief History of the Development of Theories of Language Learning -- The Acquisition and Participation Metaphors -- Expanding Learning: Recognizing the Role of Interpretation in "Moving Between" Linguistic and Cultural Systems -- Conclusion -- Introduction -- The intercultural in language learning -- The Learner as Focus -- Language learner as learner -- Language learner as language user -- The learner as person -- The learner as focus: Concluding comments -- Principles for Teaching and Learning Languages from an Intercultural Perspective -- Practices for Intercultural Learning -- Practices in learning -- Conclusion -- Expanding "Tasks" to Focus on Interaction and Experiences -- The Nature of Interaction -- The Experiential Dimension -- Considerations in Developing Interactions and Experiences -- Examples -- Example 1: Year 10 Chinese - examining translation -- Example 2: Year 11 and 12 Indonesian: Developing intra- and intercultural understanding -- Implications for Teachers and Students as Participants in Language Learning -- Textbooks as Resources for Intercultural Learning -- Moving Beyond Textbooks -- The Authenticity of the Resource -- Literature as an Authentic Resource -- Communities as Resources -- The Classroom as a Resource -- Selecting and Evaluating Resources -- Adapting Resources -- Using Resources Critically -- Relating Resources to Each Other -- Concluding Comments -- Introduction -- Information Technologies and Intercultural Learning -- Social Technologies and Intercultural Learning -- Developing the Potential of Technologies for Intercultural Learning -- Technology as information resource -- Technology as content contextualization -- Technology as communication tool -- Technology as a construction kit -- Technology as visualization and manipulation -- Summary -- Contextualizing Assessment and Language Learning -- The tension between traditional and alternate assessment paradigms -- The institutional character of assessment -- Understanding the Process of Assessment -- Conceptualizing -- Eliciting -- Judging and validating -- The need for experimentation -- Programs and Programming in a Traditional Perspective -- Conceptualizing Content for Language Teaching and Learning -- Structural understandings of content -- Communicative understandings of content -- Content-based language teaching -- Concept-based understandings of content -- Content for intercultural language teaching and learning -- Planning for Complexity -- Planning for Conceptual Learning -- Long-Term and Short-Term Planning -- Planning whole of learning -- Planning a course -- Planning a unit of work -- Planning a lesson -- The Place of Context in Planning Programs -- Conclusion -- Nature and Purpose of Program Evaluation -- Paradigms that Shape Program Evaluation -- The Process of Evaluation -- The Principles for Teaching and Learning Languages and Implications for Evaluation -- Evaluation and Teacher Professional Learning -- Conclusion.
- 9781118482094 (electronic bk.)
1118482093 (electronic bk.)
9781118482070 (electronic bk.)
1118482077 (electronic bk.)
- AVAILABLE ONLINE TO AUTHORIZED PSU USERS.
- Bibliography Note:
- Includes bibliographical references and index.
- Technical Details:
- Mode of access: World Wide Web.
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