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