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Intercultural Language Teaching and Learning, First Edition. Anthony J. Liddicoat and Angela Scarino. © 2013 Anthony J. Liddicoat and Angela Scarino. Published 2013 by Blackwell Publishing Ltd.
Index
Abdallah-Pretceille, M., 18Abdullah, N., 85acquisition, 32, 34, 40, 41–44
See also second language acquisition
acquisition–learning, 31, 36active construction, 42, 57, 68, 73,
101, 175See also interaction(s);
reflection; social interactionadaptation, 42–43, 171
of resources, 102–103Adaskou, K., 86Adelman, M. B., 25affective filter, 36, 37affordances, 43, 118–119Al-Asmari, A. A., 86Alderson, C. J., 127Alfano, C. L., 116Alptekin, C., 94alternate assessment paradigm,
124–127analysis, 15, 54, 56, 72, 96, 98, 108,
115–116assessment of, 130–132of needs, 143–144of testing data, 171–173See also evaluation; interpretation
analyzer, 15, 50–51, 54, 132, 150See also positioning
Andrews, S., 161, 165Anthony, E. M., 2–3Aoki, T. T., 173Appelman, R., 111approaches
to culture, 18–24to language, 11–17to language education, 1–3,
4–5, 7, 12–14See also methods of language
teaching; theories of language learning
Arnold, E., 95Ashworth, P., 37, 44assessment. See eliciting; judging;
validatingconceptualizing, 129–131criteria for, 138, 139cycle of, 128–129frameworks, 124–125, 127as and of learning, 124for learning, 124–126procedures, 132–133processes, 128, 129–142validating, 128
Atkinson, D., 34attention. See noticingAustralia, 26, 54, 55, 73, 76–77,
79–80, 86, 89–91, 133, 158, 162–164
Australian English, 25–26, 75, 112authentic resources, 93–97, 102, 116
See also communities; social technologies; technologies; specific technologies
Bachman, L. F., 129Bakhtin, M. M., 26, 100Barab, S. A., 119Bateman, B. E., 98–99Bauer, B., 115Bayart, J.-F., 20Beacco, J.-C., 49Béal, C., 28Belz, C., 117, 120Berglund, A., 111Bhabha, H. K., 43Bianco, J., 26Bignell, J., 157, 158Birenbaum, M., 124–125Black, P. J., 124, 125, 126Block, D., 32blogs, 116–117, 119–120Bonk, C. J., 111Bourdieu, P., 12Brazil, 112Breen, M. P., 64Brian, K., 176British culture, 18, 112Britten, D., 86
Tables are indicated in bold, figures in italic, and boxes in bold and italic.
196 Index
Brooks, N., 22Brown, J. D., 137, 171–172Brownell, J. A., 68–69, 169Brumfit, C. J., 4Bruner, J., 32Byram, M., 1, 24, 29, 95, 129
context, 24, 95ethnography, 97, 98intercultural speaker, 29,
53–54, 58savoirs, 29, 49–50, 129
Bullough, R. V., 143Bygate, M., 64
Cameron, D., 42Canale, M., 129Candlin, C., 64Carel, S., 120Carey, J. W., 13Carney, N., 117Carr, J., 24Carroli, P., 96Chalhoub-Deville, M., 129Chandran, S. K. D. O., 85chat, 108, 112, 114, 118, 119–120China, 70–71, 142Chinese, 27, 70–71, 72, 74–75,
85–86, 140–142, 159, 161, 162–165
Chinglish, 71Chomsky, N., 12, 13, 35–36Clark, J. L., 68–69, 167, 169Clarke, M. A., 3Cochran-Smith, M., 6cognitive theories of SLA, 33,
34, 35–37Cohen, A. D., 168Coleman, J. A., 97Common European Framework
of Reference, 127communication, 26, 30, 57, 65communication system, 13, 17communicative functions, 161communicative language
teaching, 13, 36, 63, 64, 145–147
See also task-based language teaching
communities, 26, 40, 97–99, 100comparing, 60–61, 113, 131,
138–139competencies, 19, 23–24, 30, 44,
129–130
complexity, 2, 39, 52, 53criteria for assessing, 138–139, 140
planning for, 150–152within resources, 84–85theory of, 42–43
conceptsof assessment, 129–131of content, 144–150of culture and interculturality, 160
of intra- and interculturality, 76–77
conceptualizing assessment, 128, 129–131
conceptual learning, 149, 152–154
conceptual planning, 160, 161connections, 57, 68, 81–82, 101,
104, 155, 175See also meaning-making;
negotiationcontent. See name of theory;
resourcesviews of, 144–150
context, 8, 23–25, 27–28, 41in cognitive SLA, 33–34and culture, 23–25in intercultural learning,
27–28in resources, 86, 92–93, 94,
96, 119in social/sociocultural theories,
33–34, 38–40and tasks, 68See also communicative
language teachingcontext-adaptive model, 169,
171–173contextual planning, 148–149,
165–166Cook, G., 70, 72Cope, B., 32Corbett, J., 97, 98Council of Europe, 127course-level planning, 159,
160–161Crawford-Lange, L. M., 2Crichton, J., 177criteria, 138, 139, 140, 169Crozet, C., 26, 29culturalism, 20Cultura project, 115
culture, 17–25, 48, 49See also under specific topics, e.g.
intercultural language teaching and learning; interpretation; norms
Curnow, T. J., 12, 13curriculum, 127, 148, 155–157,
166, 171, 173
Damen, L., 98Daniels, M., 111Davies, A., 13, 29, 52de Certeau, M., 96decentering, 25, 29, 49, 70
and reflection, 58–59, 68, 74, 154–155, 176
tasks for, 96, 112, 115, 116, 118, 132
Delandshere, G., 126, 132de Nooy, J., 116, 118Deters, P., 39dialect, 12Diller, K. C., 4discussion forums, 112, 116, 118,
120diversity, 2, 15, 44, 91, 171
and assessment frameworks, 127, 130–131
intercultural approach to, 57, 58, 59, 61
of practices, 4–5representation in resources, 89,
91–92, 100See also context; dialect
domains of knowledge, 32, 38, 152–153, 154
Duffy, T. M., 119Duranti, A., 22
Ealing ethnography program, 98Eckert, P., 26eclecticism, 4–6Eco, U., 28ecological approach, 7, 39, 43
and assessment, 128and evaluation, 167, 171–172
Eisenchlas, S., 13Ellis, R., 33, 34, 35, 64, 65eliciting, 128, 131–137Elissondo, G., 85, 86, 88–89Elola, I., 117e-mail, 80, 86, 88, 112, 119–120,
113, 133
Index 197
English, 11, 18–19, 25–26, 27–28, 30, 55, 70–72, 74, 78, 85–86, 96, 112–113, 115, 135, 141–142, 162, 164–165
ethnicity, 18, 92ethnography, 97–99Europe, 98evaluation
criteria for, 169formative, 168of language programs,
168–174of practice, 6of resources, 101–102
experience(s), 50, 57–58, 97in the classroom, 63, 65–67,
68–70, 73in intercultural language
learning, 57–58programming for, 151, 155resourcing, 100–102,
104–105of teachers, 5, 7technological, 118, 120–121
experimentation, 140–142
Fabos, B., 111Fahsi, B., 86Fanselow, J. F., 4Farrell, T. S. C., 165Fasold, R., 12Feng, A., 97Firth, A., 30, 32, 34, 40, 52Fitch, W. T., 13Fitzgerald, H., 25fore-understandings, 16, 45, 67formative assessment, 124–126formative evaluation, 168Foster, M., 70, 73, 141, 142Fox, J., 124, 125, 126forums online, 118frameworks, 157
for assessment, 127, 138–139, 140
for evaluation, 167, 168–169See also curriculum; identity;
planning; programmingFrance, 89, 109–110, 133, 137Freeman, D., 4French, 11, 18–19, 26, 27, 70, 89,
90, 93, 96, 109–111, 115, 118, 133–136
Furstenberg, G., 115, 120
Gadamer, H. G., 15, 16, 44–45, 67, 126, 177
Gallagher, S., 45, 65games, 47–48Gee, J. P., 125–126Geertz, C., 20generative linguistics, 12, 36genre, 26–27, 96German, 11, 85, 86–87, 90–91,
96Germany, 86, 87–88, 90–91,
136–137Gipps, C. V., 42, 124, 125, 126Girard, B. J., 125, 126Gohard-Radenkovic, A., 53–54Gonzales, M., 2, 14Gould-Drakeley, M., 75, 76–77,
78, 80–81grammar, 12, 36–37, 144, 154,
161Greenhow, C., 108Gribkova, B., 58Guba, E. G., 170Gumperz, J. J., 19
Haertel, E. H., 125Hakkarainen, K., 41–42Halliday, M. A. K., 32, 67Hammerley, H., 4Hanna, B. E., 116, 118Hanniford, L. C., 125, 126Hargreaves, D., 32Harris, R., 13Harrison, R., 115Haugh, M., 13Hauser, M. D., 13Hay. K. E., 111, 119Heath, S. B., 25hermeneutics, 15–16, 44–45, 126
See also interpretationHillman, R., 96history
and language, 16, 67of language teaching theories,
2, 16, 35–40See also context; interpretation
Hoffman, F., 86, 88Holliday, A., 18Holmes, J., 26House, J., 52Huang, J., 147Hughes, J. E., 108Hymes, D. H., 19, 26
identity, 13, 38, 76, 158cultural, 18, 21, 23, 55, 112, 114of the individual, 23–24of the learner, 34, 54–55, 149and resources, 83theories of, 39, 51–52See also positioning
Indonesia, 76–77Indonesian, 70, 75, 78information technologies, 107,
108, 111, 119innatist theory of language
acquisition, 35See also Chomsky, N.
input hypothesis, 36insider, 94, 150, 170
See also positioninginstruction, 3, 5, 26interaction(s), 38, 40, 49–50, 60, 78
assessing, 139in the classroom, 72–73, 100as content, 148–150designing, 63–81ecological approach, 39–40and interpretation, 20–21norms of, 27–28planning, 154–155, 166social, 38, 57–58, 68, 101, 175in sociocultural theories of
language learning, 37–40technologically mediated,
118–120See also specific topics, e.g.
interpretation; social interaction; social technologies; tasks
intercultural communication, 51intercultural competence, 23–24,
129See also competencies
intercultural language teaching and learning. See specific topics, e.g. content; evaluation; interaction(s); practice(s); principles; names of theories
intercultural perspective, 6–7, 28–29, 56, 63, 66, 149, 175–176
See also interpretation; specific topics, e.g. complexity; content; interaction(s)
intercultural speaker, 53–54, 56, 59
198 Index
intercultural understanding, 51, 59, 75–81
See also decenteringinterculturality, 44, 47–51, 61,
76–77, 141concepts of, 160–161
interinterpretation, 65, 66Internet, 107, 109interpretation, 16, 35, 43–46,
47–51, 67, 68–69, 100–102, 130–131, 151, 152
assessing, 130–131through cultural lens, 20and intraculturality, 57See also hermeneutics; specific
topics, e.g. eliciting; evaluation; planning
intersubjectivity, 2, 16, 130, 170intraculturality, 44, 57, 75, 76–77Islamic culture, 79–80Italian, 70, 86
James, M., 137Jansen, L. M., 97Japanese, 28, 86, 115, 158Jayasuriya, K., 23Jenks, C., 31, 34Jones, J., 125judging, 128, 137–138Jurasek, R., 97
Kalantzis, M., 32Kasper, G., 13, 29, 52Kearns, S., 87Kerbrat-Orecchioni, C., 28Kern, R., 13, 14, 29, 32, 51, 52Ketterlin-Geller, L. R., 148King, K. S., 111Kinginger, C., 120Kirkpatrick, A., 27Knutson, E. M., 99Kohler, M., 54, 58, 156Kohonen, V., 61, 66Kramsch, C., 1, 14–15, 19, 23,
24–25, 26, 29, 30, 32, 43, 44, 49, 53, 58, 82, 84–85, 89, 91, 95–96, 118, 130, 132, 167
Krashen, S. D., 36–37, 40Kumaravadivelu, B., 5–6
Lafayette, R. C., 22Lange, D. L., 22
language. See under specific topics, e.g. judging, resources
language education, 1–3, 5, 7, 11–14
See also under specific topics, e.g. approaches; method; theories
language functions, 148–149language learning. See under
theories of language learning
language teaching. See under specific topics, e.g. methods of language teaching
languaging, 2, 39, 58, 61, 67, 99, 100
Lantolf, J. P., 32, 38, 51, 124, 132Larsen-Freeman, D., 42, 65Lave, J., 67learner(s), 14, 51, 56learning. See theories of language
learninglesson planning, 159
See also planning: a unit of work
Leung, C., 125Levine, D. R., 25Levy, M., 112Liaw, M.-I., 112Liddicoat, A. J., 4, 12, 13, 14, 15,
20, 22, 23, 24, 25, 26, 27, 28–29, 30, 32, 47, 48, 50–51, 52, 56, 58, 59, 60, 86, 95, 128, 131–132, 138–139, 149, 150, 151, 155, 156, 167
Lincoln, Y. S., 170linguistics, 12–13, 31–32, 42, 129linguistic structures, 12, 13, 16–17,
28, 30, 36, 144–149, 150Lipponen, L., 41–42literature, 19, 21
as an authentic resource, 94–97Littlejohn, A. P., 102Littlewood, W., 37–38, 64, 145,
147Lo Bianco, J., 29Long, M. H., 37, 156, 166long-term learning, 157long-term planning, 139, 156–159Lui, Y., 85Lynch, B. K., 169–170, 171,
172–173, 176Lytle, S., 6
Magnan, S. S., 92Makoni, S., 11Malaysia, 85Malinowski, B., 27Mandarin Chinese, 27materials. See resourcesMaurer, L., 96Mayes, C., 143McConnell-Ginet, S., 26McCoy, J. D., 148McGroarty, M., 12McKay, S. L., 86McNamara, T., 124, 127, 129, 140meaning(s), 1–2, 15, 20, 25–26, 44,
50, 132and engagement, 1, 2, 14–15,
49, 57negotiating, 37, 43, 44, 57
meaning-making, 31–32, 53–54, 56, 130
and context, 20, 39–40, 94See also interaction(s);
translationmediation, 39, 51, 52, 54, 56Messick, S., 140, 171–172meta-awareness, 131–132metaphors, 6, 36–37, 40–43, 45,
167methods of language teaching,
2–5, 7See also communicative
language teaching; names of theories
Meyerhoff, M., 26Mohan, B. A., 147monitoring, 46, 48, 54, 129monoculturality in education, 84,
85, 86, 87See also native speaker
Moore, C., 133, 134, 136–137Morrow, K., 127Moss, P. A., 125, 126, 132, 138, 171Murphy-Lejeune, E., 97
National Curriculum of England and Wales, 127
native speaker, 29–30, 52–53, 94See also identity;
monoculturality in education; non-native speaker; positioning
naturalistic paradigm, 170needs analysis, 143–144
Index 199
negotiation, 37, 43, 44, 57See also understanding
Nocon, H., 97, 98–99Nolden, T., 49, 96non-native-speaker, 30, 52–55, 94
See also identity; monoculturality in education; positioning
norms, 19–20, 22–23, 26, 27–29See also standard language
Norton, B., 22, 34, 39Nostrand, H. L., 22noticing, 37, 60, 131Nunan, D., 64–65, 143
O’Brien, A., 116Odlin, T., 12O’Dowd, R., 112, 113–114, 117Oring, E., 27Ortega, L., 43Oskoz, A., 117other. See self and otheroutput, 37–38, 83outsider, 94, 170
See also positioning
Paavola, S., 41–42Paige, R. M., 22, 23Palmer, A., 129Papademetre, L., 44, 55, 56, 68,
130, 174participation, 21, 40–43Pauwels, A., 30Pennycook, A., 4, 11Perkins, D., 153performance, 53
assessment of, 124–125, 131performer, 66, 150See also positioning
perspective, 96cultural, 27–29ecological, 39, 43intercultural, 6–7, 27–29, 44–45,
49–51, 56–59, 63–64, 75traditionalSee also decentering; ecological
approach; experience(s); positioning; specific topics, e.g. resources; theories of language learning: second language acquisition
Petre, M., 111Phipps, A., 2, 14
planning, 10, 143–144for complexity, 150–152for conceptual learning,
152–156, 161contextual, 165–166a course, 159criteria for, 140for intercultural language
teaching and learning, 144a lesson, 165for the long term, 139,
156–159from a traditional perspective,
143–147a unit of work, 159–165See also interpretation;
programmingPoehner, M. E., 124, 132positioning
intra- and intercultural, 57of learners, 6, 29, 33, 51–56, 57in resources, 85, 89, 93in task-setting, 68of teachers, 6
positivist paradigm, 169–170Posterino, N., 87post-method language teaching,
5–6power relations, 12, 43, 52, 92Prabhu, N. S., 5, 64practice(s), 29, 178
communities of, 26, 42of culture, 20–24, 59–61for intercultural learning,
59–61of language, 16, 17, 48, 74and resources, 86–87social, 13–15, 17, 46, 48and theory, 3–7, 178See also savoirs
prescriptivism, 4, 5, 12principles, 101
for evaluating an intercultural program, 174, 175–176
for intercultural language teaching and learning, 7, 56–59, 81, 101
processesfor active-productive tasks,
131–132of assessment, 128, 129–142for developing complexity,
150, 151
of evaluation, 171, 172, 173, 174
of intercultural learning, 60, 61intersubjectivity, 16naming, 11See also names of processes
programming, 143–147, 166Pulverness, A., 92, 94, 96, 98purpose, 68, 95, 124, 168
Reeves, T. C., 111reflection, 58–59, 61, 67, 68, 69,
81–82, 101, 118, 120, 173assessing, 126, 131–132, 136,
137, 140–142, 176in journal, 72–75, 78–80planning for, 154–155, 164resources for, 84, 101, 118, 120tasks, 72–75, 79–82, 164short-term, 159–165technological resources, 120
resources, 83–84communities as, 97evaluating, 101–102selecting, 84–86, 89, 91–93, 95,
101–102, 103–105textbooks, 84–91, 102See also technologies; social
technologiesresponsibility, 59, 73, 101, 176Richards, J. C., 3, 4, 144, 145Risager, K., 129Rivers, W. M., 4Robelia, B., 108Roberts, C., 97, 98Robinson, P., 97, 98, 150Robinson-Stuart, G., 97, 98–99Rodgers, T. S., 3Roever, C., 127, 129, 140Rogan, P., 86, 88Rong, F., 127
Sacks, H., 23Saudi Arabia, 86Saussure, F., 13Saville-Troike, M., 29savoirs, 49, 50, 129Scarino, A., 7, 15, 35, 44, 50–51,
55, 56, 59, 60, 68, 69, 127–128, 130–132, 137–139, 149–150, 155–156, 169, 174
Schmidt, G., 37, 60, 97Schwandt, T. A., 170
200 Index
second language acquisition, 29–35, 40, 43
cognitive, 33–35, 37social, 38, 57–58, 68, 101, 175
Sedunary, M., 87Seedhouse, P., 31, 34selection of resources, 84–86, 89,
91–93, 95, 101–102, 103–105self and other, 14, 30, 49, 79, 99,
130–131, 149See also decentering;
stereotypesself-awareness, 6, 50, 69Sercu, L., 50, 108–109, 129Sewell, W. H., 20, 22Sfard, A., 8, 32, 40–42Shen, F., 27Shepard, L. A., 32, 42, 124, 126,
143Shohamy, E., 14, 129Shopen, G., 27situatedness, 31, 50, 67Skehan, P., 64, 66, 150Snow, D., 98Sobolewski, P., 99social interaction, 38, 57–58, 68,
101, 175social organization, 76social practices, 14–16, 17social technologies, 107–108,
111–118sociocultural theories, 38–40,
125–126South Australian Curriculum
Standards and Accountability Framework, 127
Spanish, 28, 88, 98, 112–113, 117stance, 6, 81, 167, 174, 176, 177standard language, 12Starkey, H., 58stereotypes, 20, 22, 89, 103, 158
in resourcing, 91–92, 108, 114, 117
and social class, 85Stern, H. H., 3–4Stobart, G., 124structural system, 12, 16–17, 28,
144–145study abroad programs, 97, 98,
117summative assessment, 124–126summative evaluation, 168Svalberg, A. M.-L., 15
Swain, M., 38, 39, 58, 64, 67, 129Swidler, A., 21syllabuses. See curriculumsymbolic systems, 20, 22systems
culturally contexted, 28structural, 12, 13, 16–17, 28, 30,
36, 144–149, 150
Taiwan, 112Tajfel, H., 23Tarascio-Spiller, M., 87task-based language teaching, 63,
64, 65tasks, 63–65, 162
active-productive, 131–132, 138–139
active-receptive, 131–132, 138See also experience(s);
interaction(s); lesson planning; specific type of technology, e.g. chat; e-mail
teachers, 5–7, 81–82, 157, 174, 177and stance, 6, 167, 176
Teasdale, A., 125technologies, 107, 108, 119–120
See also specific type of technology, e.g. e-mail; social technologies
textbooks, 84–91, 102texts, 19, 27, 78, 111, 131
literature, 95, 96theories of language learning, 13,
31, 33, 45constructivist, 42cognitive, 33–34, 35–37, 38complexity, 42–43ecological, 39, 43interactional, 37–38second language acquisition, 8,
31–46social, 33–34sociocultural, 38–40, 56–59,
125–126structural, 14
theories of language teachingSee under language education;
methods of language teaching
Thomas, J., 25, 30Thorne, S. L., 51, 118Toohey, K., 34topic-based views of content, 146
Toyoda, E., 115traditional assessment, 124–125translation, 28, 70–74Tudini, V., 114
understanding, 16, 24, 42, 44–46, 50–51, 178
See also active construction; fore-understandings; hermeneutics; interculturality; interpretation; intraculturality; meaning(s); negotiation; reflection; theories of language learning; translation
Unger, C., 153United States, 112, 115, 117, 127
validating, language learning, 128, 137, 140, 171–172
values, 19, 76–77, 78, 103, 111van Ek, J. A., 129van Lier, L., 32, 36–37, 38–39,
167variety. See dialectVatrapu, R. K., 111Venuti, L., 28vocabulary, 148, 154Vygotsky, L. S., 38, 39, 51
Wagner, J., 30, 32, 34, 40, 52Walsh, S., 31, 34Warschauer, M., 111Wenger, E., 67West, R., 143White, L., 36Whiteside, A., 30, 32Widdowson, H. G., 29, 94Wierzbicka, A., 19, 28wikis, 108, 109, 120Wiliam, D., 124, 126Wilkins, D. A., 144–145, 146Windschitl, M., 107, 111, 117,
118, 119Wittgenstein, L., 22, 47–48Woodward, T., 165
Yoshino, K., 103Young, M. D., 89, 111
Zarate, G., 1, 29, 49, 58, 129Zemiro, J., 90zone of proximal development,
38, 39