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.
Cuprins
Tables and Figures
Acknowledgements
Contributors
External Reviewers
Mike Fleming: Foreword
Irina Golubeva, Manuela Wagner and Troy Mc Conachy: 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 Mc Conachy: 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
Despre autor
Irina Golubeva is Associate Professor and Director of the Master’s Program in Intercultural Communication in the Department of Modern Languages, Linguistics and Intercultural Communication at the University of Maryland, Baltimore County (USA). Her main research interests concern the development of intercultural competence and multilingual awareness, internationalization of Higher Education, and conceptualization of active intercultural citizenship. She is strongly committed to non-profit work and served for seven years as a Vice-President of the European Association of Teachers. Most recently, she was elected to serve on the Board of the International Academy of Intercultural Research.
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