Our evolving understanding of the role of English as a lingua franca and our growing sensitivity to the unique needs of students and teachers who communicate across languages and cultures has led to significant changes in language teaching, pedagogy, and curriculum design. The Handbook of Plurilingual and Intercultural Language Learning is a field-defining book, which examines the various ways learners learn and acquire language in a truly global context. Featuring contributions from a diverse range of scholars reflecting different cultural, linguistic, regional, and ideological perspectives, this innovative volume presents the most recent developments in the field while revealing the nuances and complexities of teaching and learning foreign languages.
This Handbook explains the conceptual basis of intercultural and plurilingual learning, describes core pedagogical concepts, discusses different learning and teaching approaches, and provides the historical background for various methods and theories. The authors discuss how policy and pedagogy can adapt to the shifting demographics of local student populations, address new trends and evolving themes, and explore contemporary topics such as translanguaging, intercomprehension, technology-enhanced learning, language policy, and more.
The Handbook of Plurilingual and Intercultural Language Learning is essential reading for students, educators, and researchers in applied linguistics, language teaching and learning, plurilingualism/multilingualism, TESOL, cognitive linguistics, language policy, language acquisition, and intercultural communication.
Tabla de materias
SECTION 1: FUNDAMENTALS OF INTERCULTURAL AND PLURILINGUAL LEARNING
SECTION 1a: Culture
1. Identity, Diversity, Equity, and Inclusion
2. From Multiculturalism to Social Justice: Implications for Language Education in the United States and Canada
3. Intercultural Competence
4. Critical Interculturality in Language Learning: Plurilingualism for Problematizing and Enriching the Notion
SECTION 1b: Language
5. Language, Languages, Plurilingual Education
6. Endangered Languages and Language Revitalization
7. Conceptualising and Positioning Lingua Francas: English and Other Languages
8. Language Comparison in Plurilingual Learning and Processing
9. Rethinking Codeswitching and Translanguaging as Language Management Strategies in the Dynamic Model of Multilingualism
10. Multimodality and Trans-Semiotics
SECTION 1c: Language policies
11. Languages and Nation Building
12. Language Policy and Planning: A Focus on ASEAN and EU Contexts
13. Critical Approaches to World Englishes
14. Issues of Equity and Access in Foreign Language Education
15. Plurilingual Language Policies and Teaching Approaches in Higher Education
SECTION 2: PEDAGOGICAL CONCEPTS
SECTION 2a: PEDAGOGICAL CONCEPTS OF INTERCULTURAL LEARNING
16. Intercultural Discourses between Universalism and Particularism
17. Transculturality (Revisited)
18. Assessing Intercultural Competence
19. Intercultural Education through Literature
20. Intercultural Learning in Preschool and Primary School Contexts
21. Intercultural Learning in Secondary School Contexts and in Adult Education
22. Linguistic and Cultural Mediation
SECTION 2b: PEDAGOGICAL CONCEPTS OF PLURILINGUAL LEARNING
23. Didactics of Plurilingualism – A European View
24. Plurilingual and Pluricultural Competence: Origins, Current Trends and Future Directions
25. Plurilingual Assessment
26. Many Languages – One Curriculum
27. Using Telecollaboration to Prepare Teacher Candidates for Plurilingual Students
SECTION 3: LEARNING AND TEACHING APPROACHES
28. Teaching Intercomprehension and Foreign Language Learning Competence
29. Teaching and Learning Materials Fostering Plurilingualism
30. Intercultural and Plurilingual Aspects in Language Teacher Education
31. Teaching Plurilingualism
32. Teaching Intercultural Sensitivity and Competence
33. Plurilingual Language Learning Competence
34. Doing Language and Gender in the Classroom: Teaching toward Justice
SECTION 4: DIACHRONIC ASPECTS
35. Methods and Motivations in Foreign Language Teaching from Antiquity to the Present
36. From Native Speaker to Intercultural Plurilingual Speaker: About the Eventful History of Guiding Concepts in Applied Linguistics and Foreign Language Pedagogy
37. Critical Applied Language/Linguistics Imaginings and Academic Legacies for a Better World
Sobre el autor
Christiane Fäcke is Professor and Chair of Didactics of Romance Languages and Literatures at the University of Augsburg, Germany. Her research is concerned with intercultural learning, plurilingual education, assessment and evaluation, and didactics of literature. She was editor of Handbuch Mehrsprachigkeits-und Mehrkulturalitätsdidaktik (Narr Francke Attempto, 2019) and author of Manual of Language Acquisition (De Gruyter, 2014).
Andy Gao is Professor of Language and Literacy Education at the University of New South Wales. He is an expert in language teaching, language education policy, and language strategy, and has published articles in such journals as Language, Culture and Curriculum; The International Journal of Bilingual Education and Bilingualism; and Language Policy. He is an Associate Editor of the Encyclopedia of Applied Linguistics.
Paula Garrett-Rucks is Associate Professor of Second Language Acquisition at Georgia State University, USA. Her work is on social justice in language learning, computer assisted language learning, and learners’ cultural perceptions and stereotypes. She is author of Intercultural competence in instructed language learning: Bridging theory and practice (Information Age Publishing, 2016).
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