This book presents a detailed account of a self-study in which the author considers why a developmental perspective matters in language learning within an intercultural orientation, and how teachers of languages might understand and attend to this notion in their work. The discussion is based on the author’s experience as a teacher-researcher and traces aspects of teachers’ work from planning, teaching and mediating, to assessing and judging evidence of student learning and development over time. This book is grounded in a praxis view of language teaching and learning and will be of interest to other language teachers, pre-service teachers, teacher trainers and applied linguists.
Author(s): Michelle Kohler
Publisher: Palgrave Macmillan
Year: 2020
Language: English
Pages: 150
City: Cham
Contents
List of Figures
List of Tables
1 Introduction
Changing and Challenges Times in Education
Reconceptualising Language Teaching
What Is Intercultural Language Learning?
What Do We Know and Still Need to Know?
About This Book
References
2 Why a Developmental Perspective Matters for Intercultural Language Learning
A Paradigm Shift in Second Language Learning
Reframing the Goals of Language/s Education
An Intercultural and Multilingual Orientation
Curriculum Design
Pedagogical Stance
Multilingual and Intercultural
Persons and Personalisation
Knowledge and Knowing
Mediation and Meaning Making
Transformation Through Reflection
Understandings of Development
SLA and Second Language Development
The Bioecological Model of Human Development
Experiential Learning
Development Within an Intercultural Language Teaching Orientation
Conclusion
References
3 Designing Programs for Developing Intercultural Language Learning
The Educational Context
Design of the Case Study
Knowing the Learners
Why Knowing Learners Matters
Finding Out About Learners
Using Profiling Information to Inform Practice
Designing the Teaching and Learning Program
Aims, Goals and Objectives
Intermediate Indonesian
Program Context and Learners
Program Purpose and Broad Goals
Scoping the Program
Concepts
Language
Experiences
Sequencing the Program
Concepts
Language
Experiences
Conclusion
References
4 Enacting and Mediating the Development of Intercultural Language Learning
Dimensions of Enactment
Pedagogical Stance
Mediating Through Instruction and Interactive Talk
Mediating Through Texts and Resources
Conclusion
References
5 Assessing and Evidencing the Development of Intercultural Language Learning
Issues and Considerations in Assessing Intercultural Language Learning
Designing Assessment for Intercultural Language Learning
Evidencing development of intercultural language learning
Example 1: Justin
Example 2: Emma
Example 3: Jim
Conclusion
References
6 Insights and Conclusion
Insights About Developing Intercultural Language Learning
Implications for Developing Intercultural Language Learning
The Future
References
References
Index
