| Description |
1 online resource (viii, 198 pages). |
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text file PDF |
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text file EPUB |
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text file Kindle |
| Physical Medium |
polychrome |
| Series |
Open textbook library
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Open Textbook Library.
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| Note |
Resource simultaneously available in PDF, EPUB format, and Kindle format. |
| Contents |
Introduction -- ch. 1. Tensions Between the Old and the New: The Influence of Educational Ideologies on Language Teaching -- Position of Language Teaching at University -- Classical Liberalism Versus Instrumentalism -- Liberal Tradition -- Instrumental Paradigm -- A Re-accentuation of Elements of the Liberal Approach -- Problematising Intellectual Engagement -- ch. 2. Culture Pedagogy: Some Theoretical Considerations -- Teaching Culture -- Views of Culture -- Knowledge in Culture Pedagogy: Examples of Dutch Textbooks -- Critique of the Nationally-Based Knowledge Dimension -- Common European Framework -- Criticality and Culture: My Own Considerations -- Cultural Studies: Context -- Overview of Ideas of Cultural Studies in Culture Pedagogy. |
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Language in Relation to Culture -- Orientations Towards Language -- Traditional and Linguistic-Oriented Approaches -- Social and Cultural Views of Language -- Hymes' Theory of Communicative Competence -- Sapir-Whorf -- Critical Language Awareness -- Discourse and Power -- Relationship Language and Culture: Generic and Differential -- Dutch Articulation -- ch. 3. Being Intercultural Through Texts: The Student as Text Ethnographer -- Introduction -- Intercultural Communication in Language Teaching -- Ideas and Practices -- Three Views of the Study of Intercultural Communication -- Significance of Boundary Crossing Model for Language Teaching -- Dilemmas of Intercultural Communication in the Language Classroom -- Towards a New Conceptualization of Interculturality in the Language Classroom. |
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Ethnography as a Method of Being Intercultural -- Text Ethnography -- Texts -- Ways That Text Has Been Conceptualized -- Being Intercultural Through Texts: Dialogism and Addressivity -- Cultuurtekst as Discourse and Representation -- Mapping Discourses -- Implications for Teaching -- Personal Lived Experience -- Being Intercultural Through Text: Reading as a Text Ethnographer -- Summary and Conclusion -- ch. 4. Context of Teaching and Research -- Introduction -- Background to the Study -- Research Challenge -- Methodology and Messiness -- Concepts which Informed the Study -- Distinctiveness of the Course -- Overview of the Syllabus -- Lessons -- Framework and How it Relates to the Two Classes -- Text and my Analysis -- Dutch Articulation -- Using the Framework in the Classroom -- Students -- Conclusion. |
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ch. 5. Tensions in the Classroom -- Introduction -- Lesson 1: Text as 'Text' -- Progress of Lesson 1 -- Discussing Text Content -- Discussing Text Function -- Discussing Text Structure -- Conclusion Lesson 1 -- Lesson 2: Cultuurtekst -- Progress of Lesson 2 -- Role of the Dutch Students: Towards an Understanding of the Socio-cultural Context -- Reading from Inside or Outside Perspectives -- Lifeworld Knowledge: Being an Intercultural Reader -- Dutch Articulations -- ch. 6. Conclusion: Embracing Tensions -- Introduction -- Student Interviews -- Research Findings -- From Text to Cultuurtekst: Different Ways of Being Critical -- Being a Text Ethnographer and Intercultural Communication -- Dutch Articulation: The National Dilemma -- Conclusion: Tensions, Ambiguities and Incompatibilities -- Pedagogical Implications -- Towards a Theory of the Personal and the Critical: Embracing Incompatibilities -- Bibliography -- Appendix -- Index. |
| Summary |
Untangling the various approaches to language teaching and their history, Gerdi Quist maps recent thinking in language studies at university. Using an interdisciplinary theoretical framework, drawn from educational philosophy, cultural studies, intercultural studies and language pedagogy, the author discusses the many tensions and currents in contemporary language teaching. The author puts forward an alternative pedagogy, that of a cultuurtekst-perspective, which engages learners at complex linguistic and cultural levels. In discussing the case study in which this approach is tested, the author develops her argument for embracing various critical perspectives through the personal engagement of students. From the start the author acknowledges her own engaged position as a language teacher in a liberal humanistic educational environment. She adopts a self -critical perspective through which her engagement with adverse student reaction leads to deepening insights both for the author and her students as part of the non-linear process of learning. Gerdi Quist teaches Dutch language and lectures on multiculturalism and intercultural communication. Recent publications included a book chapter and journal articles on language pedagogy and intercultural communication. (DOI: http://dx.doi.org/10.5334/baj). |
| Note |
This work is licensed under the Creative Commons Attribution 3.0 Unported License. To view a copy of this license, visit http://creativecommons.org/licenses/by/3.0/ or send a letter to Creative Commons, 444 Castro Street, Suite 900, Mountain View, California, 94041, USA. This licence allows for copying any part of the work for personal and commercial use, providing author attribution is clearly stated. |
| Local Note |
JSTOR Books at JSTOR Open Access |
| Language |
English. |
| Subject |
Language and languages -- Study and teaching.
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Language and languages -- Study and teaching. |
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Intercultural communication in education.
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Intercultural communication in education. |
| Genre/Form |
Electronic books.
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Textbooks.
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Textbooks.
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| Added Author |
University College, London. Faculty of Arts and Humanities.
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| Other Form: |
Print version: Quist, Gerdi. Reading with my eyes open. London : Ubiquity Press, 2013 9781909188211 (OCoLC)877757543 |
| ISBN |
9781909188235 (electronic book) |
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1909188239 (electronic book) |
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1909188212 |
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9781909188211 |
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9781909188228 |
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1909188220 |
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9781909188211 (hardback) |
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1909188212 (hardback) |
| Standard No. |
9781909188211 |
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