Intercultural Learning in Language Education and Beyond

Description

A tribute to the impact of Michael Byram’s work on the field of intercultural learning in language education

This book provides a contemporary and critical examination of the theoretical and pedagogical impact of Michael Byram’s pioneering work on intercultural communicative competence and intercultural citizenship within the field of language education and beyond. The chapters address important theoretical and empirical work on the teaching, learning, and assessment of intercultural learning, and highlight how individual language educators and communities of practice enact intercultural learning in locally appropriate ways. The book offers comprehensive, up-to-date and accessible knowledge for researchers, teachers, teacher-trainers and students.

Tables and Figures

Acknowledgements

Contributors

External Reviewers

Mike Fleming: Foreword

Irina Golubeva, Manuela Wagner and Troy McConachy: Introduction: Michael Byram’s Contribution to Intercultural Learning in Language Education and Beyond 

Michael Byram: A Biographical Sketch

Part 1: Evolving Conceptual Foundations

Chapter 1. Karen Risager: Intercultural Communicative Competence: Transnational and Decolonial Developments

Chapter 2. Troy McConachy: Language Awareness and Intercultural Communicative Competence: Revisiting the Relationship

Chapter 3. Anthony J. Liddicoat: Intercultural Mediation in Language Teaching and Learning

Chapter 4. Martyn Barrett and Irina Golubeva: From Intercultural Communicative Competence to Intercultural Citizenship: Preparing Young People for Citizenship in a Culturally Diverse Democratic World

Chapter 5. Paloma Castro, Ulla Lundgren and Jane Woodin: Intercultural Dialogue and Values in Education

Chapter 6. Manuela Guilherme: From Critical Cultural Awareness to Intercultural Responsibility: Language, Culture and Citizenship

Chapter 7. Alison Phipps: Conflict and the Cognitive Empire: Byram’s Critical Cultural Awareness

Part 2: Intercultural Development in Diverse Contexts: Perspectives and Practices

Chapter 8. Jane Jackson, Sin Yu Cherry Chan and Tongle Sun: Intercultural Development in the Context of Mobility

Chapter 9. Petra Rauschert and Claudia Mustroph: Intercultural Education through Civic Engagement: Service Learning in the Foreign Language Classroom

Chapter 10. Beatriz Peña Dix: Revisiting Intercultural Communicative Competence in Language Teacher Education: Perspectives from Colombia

Chapter 11. Angela Scarino and Michelle Kohler: Assessing Intercultural Capability: Insights from Processes of Eliciting and Judging Student Learning

Chapter 12. Aleidine J. Moeller: The NCSSFL-ACTFL Can-Do Statements for Intercultural Communication: Cultivating Sojourners in the Language Classroom

Chapter 13. Shuoqian Qin and Prue Holmes: Exploring a Pedagogy for Understanding and Developing Chinese EFL Students’ Intercultural Communicative Competence

Chapter 14. Rita A. Oleksak and Fabiana Cardetti: Engaging Educators: Facilitating Interdisciplinary Communities of Practice in the USA

Chapter 15. Manuela Wagner and José Aldemar Álvarez Valencia: Developing Intercultural Citizenship and Intellectual Humility in High School German

Chapter 16. Melina Porto and Verónica Di Bin: When the Axiom of Supranational Communication in Intercultural Citizenship Theory is not Met: Enriching Theory and Pedagogy

Chapter 17. Lihong Wang: Towards a Shared Future: Michael Byram’s Engagement with the Chinese Academic Community

Looking Back and Looking Forward

Marjukka Grover: Mike Byram and Multilingual Matters: A 40-year Partnership

Joe Sheils: Mike Byram’s Commitment to Council of Europe Values

Martyn Barrett: Working with Mike Byram

Prue Holmes: Tribute to Mike Byram

Index

Sujets

• Communication Studies
• Social Science
• Sociologie, société et politique
• Intercultural learning
• Cross-cultural
• Intercultural communication
• Professional
• Postgraduate education
• Cultural studies
• Anthropology
• Research
• Postgraduate
• Social
• ICC
• Culture

Informations

• Publié par: Channel View Publications
• Date de parution: 12 avril 2022
• Nombre de lectures: 0
• EAN13: 9781800412620
• Langue: English
• Poids de l'ouvrage: 9 Mo

Extrait

Intercultural Learning in Language Education and Beyond
LANGUAGES FOR INTERCULTURAL COMMUNICATION AND EDUCATION
Series Editors: Michael Byram, University of Durham, UK and Anthony J. Liddicoat, University of Warwick, UK
The overall aim of this series is to publish books which will ultimately inform learning and teaching, but whose primary focus is on the analysis of intercultural relationships, whether in textual form or in people’s experience. There will also be books which deal directly with pedagogy, with the relationships between language learning and cultural learning, between processes inside the classroom and beyond. They will all have in common a concern with the relationship between language and culture, and the development of intercultural communicative competence.
All books in this series are externally peer-reviewed.
Full details of all the books in this series and of all our other publications can be found on http://www.multilingual-matters.com , or by writing to Multilingual Matters, St Nicholas House, 31–34 High Street, Bristol, BS1 2AW, UK.
LANGUAGES FOR INTERCULTURAL COMMUNICATION AND EDUCATION: 38
Intercultural Learning in Language Education and Beyond
Evolving Concepts, Perspectives and Practices
Edited by
Troy McConachy, Irina Golubeva and Manuela Wagner
MULTILINGUAL MATTERS
Bristol • Jackson
DOI https://doi.org/10.21832/MCCONA2606
Names: McConachy, Troy, editor. | Golubeva, Irina, editor. | Wagner, Manuela (Educator), editor.
Title: Intercultural Learning in Language Education and Beyond: Evolving Concepts, Perspectives and Practices/Edited by Troy McConachy, Irina Golubeva and Manuela Wagner.
Description: Bristol; Jackson: Multilingual Matters, [2022] | Series: Languages for Intercultural Communication and Education: 38 | Includes bibliographical references and index. | Summary: “This book provides a contemporary and critical examination of the theoretical and pedagogical impact of Michael Byram’s pioneering work on intercultural communicative competence and intercultural citizenship. The book offers comprehensive, up-to-date and accessible knowledge for researchers, teachers, teacher-trainers and students”—Provided by publisher.
Identifiers: LCCN 2021059012 (print) | LCCN 2021059013 (ebook) | ISBN 9781800412606 (hardback) | ISBN 9781800412590 (paperback) | ISBN 9781800412613 (adobe pdf) | ISBN 9781800412620 (epub)
Subjects: LCSH: Language and languages—Study and teaching. | Intercultural communication—Study and teaching. | Multicultural education. | Byram, Michael. Classification: LCC P53.45 .I566 2022 (print) | LCC P53.45 (ebook) | DDC 418.0071—dc23/eng/20220120 LC record available at https://lccn.loc.gov/2021059012
LC ebook record available at https://lccn.loc.gov/2021059013
Library of Congress Cataloging in Publication Data
A catalog record for this book is available from the Library of Congress.
British Library Cataloguing in Publication Data
A catalogue entry for this book is available from the British Library.
ISBN-13: 978-1-80041-260-6 (hbk)
ISBN-13: 978-1-80041-259-0 (pbk)
Multilingual Matters
UK: St Nicholas House, 31–34 High Street, Bristol, BS1 2AW, UK.
USA: Ingram, Jackson, TN, USA.
Website: www.multilingual-matters.com
Twitter: Multi_Ling_Mat
Facebook: https://www.facebook.com/multilingualmatters
Blog: www.channelviewpublications.wordpress.com
Copyright © 2022 Troy McConachy, Irina Golubeva, Manuela Wagner and the authors of individual chapters.
All rights reserved. No part of this work may be reproduced in any form or by any means without permission in writing from the publisher.
The policy of Multilingual Matters/Channel View Publications is to use papers that are natural, renewable and recyclable products, made from wood grown in sustainable forests. In the manufacturing process of our books, and to further support our policy, preference is given to printers that have FSC and PEFC Chain of Custody certification. The FSC and/or PEFC logos will appear on those books where full certification has been granted to the printer concerned.
Typeset by SAN Publishing Services.
To Mike Byram – inspiration, colleague, mentor and friend
Contents
Tables and Figures
Acknowledgements
Contributors
External Reviewers
Foreword
Mike Fleming
Introduction: Michael Byram’s Contribution to Intercultural Learning in Language Education and Beyond
Irina Golubeva, Manuela Wagner and Troy McConachy
Michael Byram: A Biographical Sketch
Part 1: Evolving Conceptual Foundations
1 Intercultural Communicative Competence: Transnational and Decolonial Developments
Karen Risager
2 Language Awareness and Intercultural Communicative Competence: Revisiting the Relationship
Troy McConachy
3 Intercultural Mediation in Language Teaching and Learning
Anthony J. Liddicoat
4 From Intercultural Communicative Competence to Intercultural Citizenship: Preparing Young People for Citizenship in a Culturally Diverse Democratic World
Martyn Barrett and Irina Golubeva
5 Intercultural Dialogue and Values in Education
Paloma Castro, Ulla Lundgren and Jane Woodin
6 From Critical Cultural Awareness to Intercultural Responsibility: Language, Culture and Citizenship
Manuela Guilherme
7 Conflict and the Cognitive Empire: Byram’s Critical Cultural Awareness
Alison Phipps
Part 2: Intercultural Development in Diverse Contexts: Perspectives and Practices
8 Intercultural Development in the Context of Mobility
Jane Jackson, Sin Yu Cherry Chan and Tongle Sun
9 Intercultural Education through Civic Engagement: Service Learning in the Foreign Language Classroom
Petra Rauschert and Claudia Mustroph
10 Revisiting Intercultural Communicative Competence in Language Teacher Education: Perspectives from Colombia
Beatriz Peña Dix
11 Assessing Intercultural Capability: Insights from Processes of Eliciting and Judging Student Learning
Angela Scarino and Michelle Kohler
12 The NCSSFL-ACTFL Can-Do Statements for Intercultural Communication: Cultivating Sojourners in the Language Classroom
Aleidine J. Moeller
13 Exploring a Pedagogy for Understanding and Developing Chinese EFL Students’ Intercultural Communicative Competence
Shuoqian Qin and Prue Holmes
14 Engaging Educators: Facilitating Interdisciplinary Communities of Practice in the USA
Rita A. Oleksak and Fabiana Cardetti
15 Developing Intercultural Citizenship and Intellectual Humility in High School German
Manuela Wagner and José Aldemar Álvarez Valencia
16 When the Axiom of Supranational Communication in Intercultural Citizenship Theory is not Met: Enriching Theory and Pedagogy
Melina Porto and Verónica Di Bin
17 Towards a Shared Future: Michael Byram’s Engagement with the Chinese Academic Community
Lihong Wang
Looking Back and Looking Forward
Mike Byram and Multilingual Matters: A 40-Year Partnership
Marjukka Grover
Mike Byram’s Commitment to Council of Europe Values
Joe Sheils
Working with Mike Byram
Martyn Barrett
Tribute to Mike Byram
Prue Holmes
Index
Tables and Figures
Tables
Table 4.1 Intercultural competence defined in terms of objectives
Table 4.2 The model of intercultural competence underlying the design of the Autobiography of Intercultural Encounters (AIE)
Table 4.3 The components of intercultural competence specified in the DICE report
Table 4.4 Characteristics of education for intercultural citizenship
Table 13.1 Data collection stages
Table 13.2 Instances of ICC learning objectives in students’ feedback
Table 13.3 Indicative data mapping onto the savoirs
Table 15.1 Exploring students’ stereotypes about sports
Figures
Figure 1.1 Intercultural competence
Figure 4.1 Factors in intercultural communication
Figure 4.2 Model of intercultural communicative competence
Figure 4.3 The 20 competences required for participating effectively and appropriately in democratic culture within culturally diverse societies, according to the RFCDC
Figure 4.4 The specific RFCDC competences (marked with arrows) that are promoted through the use of the AIE, AIEVM and AIETI
Figure 9.1 K-12 Service Learning standards for quality practice
Figure 9.2 Project structure
Figure 10.1 Initiation model of ICC English language teaching
Figure 12.1 Proficiency benchmarks, performance indicators and learning examples of NCSSFL-ACTFL Can-Do Statements
Figure 12.2 Overview of how to use the NCSSFL-ACTFL Can-Do Statements
Figure 12.3 Image as authentic resource
Figure 12.4 Promoting learner inquiry through graphic organizers
Figure 14.1 Six-stage cycle used to categorize facilitators’ actions
Figure 16.1 Internationalist thinking in students’ infographics
Figure 16.2 Visual representation: Renewable energy internationally
Figure 16.3 Visual representation: Life below water
Figure 16.4 Infographics about goal 14 (life beneath water)
Figure 16.5 Students’ infographic: ‘We won’t survive’
Figure 16.6 Students’ infographic: ‘We’re destroying us’
Acknowledgements
It has been an honour for us to have undertaken this project with the help and guidance of many colleagues, mentors and friends who shared our sentiment and vision. We are, first, very grateful to Multilingual Matters for supporting the concept and for always offering quick and helpful advice along the way. We also thank Tony Liddicoat as co-editor of the Languages for Intercultural Communication and Education (LICE) series for his enthusiasm towards the project and insightful suggestions.
As many will know, this book was completed during the COVID-19 pandemic, a time that continues to be very challenging for all. We wish to express our utmost respect and thanks to the authors for their commitment to the project, for being so responsive to feedback and for being resilient in the face of tight completion deadlines. Naturally, a book like this could not come to fruition without the wisdom and generosity of reviewers. We are deeply indebted to those who kindly provided feedback on the chapt