This book shows how objects can create new linguistic and cultural orders, spotlighting the ways in which everyday collections help make the world anew by rearranging its materiality and how multilingual speakers make meanings without words. Adopting an innovative approach to intercultural research drawing on work from visual and multisensorial ethnography, Ros i Solé critically reflects on what we know as interculturality by going beyond the verbal and the more-than-human to understand languages and cultures. This book expands the meaning of interculturality by seeing it as the result of the relations between people, places, and materiality. Using everyday multilingual artefacts such as clothes, cookie-cutters, LPs, books, and pens, it presents a new semiotic multilingual landscape where the intercultural is closely connected to the ground, and it is felt, rehearsed, and re-enacted through the stories and the memories contained in multilingual objects. This book will be of particular interest to students and scholars in intercultural communication, multilingualism, language education, and applied linguistics.
Innovation has replaced stereotypical and old methods as an attempt to make English language teaching and learning appealing, effective, and simple. However, teaching a second language through literature may be a paramount tool to consolidate not only students’ lexical and grammatical competences, but also for the development of their cultural awareness and broadening of their knowledge through interaction and collaboration that foster collective learning. Despite past difficulties, literature’s position in relation to language teaching can be revendicated and revalued. Using Literature to Teach English as a Second Language is an essential research publication that exposes the current state of this methodological approach and observes its reverberations, usefulness, strengths, and weaknesses when used in a classroom where English is taught as a second language. In this way, this book will provide updated tools to explore teaching and learning through the most creative and enriching manifestations of one language – literature. Featuring a range of topics such as diversity, language learning, and plurilingualism, this book is ideal for academicians, curriculum designers, administrators, education professionals, researchers, and students.
The ability to recognise and understand your own cultural context is a prerequisite to understanding and interacting with people from different cultural backgrounds. An intercultural learning approach encourages us to develop an understanding of culture and cultural difference, through reflecting on our own context and experience.
Developing Intercultural Language Materials puts intercultural competence at the forefront of the learning agenda. It unpicks its underlying theory and provides a framework and practical methodologies for practitioners, providing a toolkit for them to create their own learning materials and design their own classroom activities to nurture intercultural competence. This innovative book showcases some of the new ways language teachers in practice successfully integrate this essential skill into their curricula. Directions for further research, pulling out recurring threads in this book, such as critical pedagogy and cultural sensibility, offer opportunities for professional development. This research‐grounded and action‐oriented text is essential reading for language and cultural studies practitioners who want to help their students thrive in today’s multicultural world.
This volume accentuates how ELT materials can be a mediation of capitalizing on moral and cultural values, which are more locally-grounded in respective Southeast Asia (SEA) countries. It features critical studies on locally-produced ELT materials (textbooks) situated in the following SEA countries: Timor-Leste, The Philippines, Singapore, Malaysia, Cambodia, Vietnam, Indonesia, and Thailand. The chapters, written by experts who know the ELT context of their respective SEA country, critically examine the design and use of ELT materials widely used in local and national contexts. Thus, the volume provides fresh insight into how values are uniquely manifested in language classroom materials. The present text also brings together empirical, conceptual and practical grounds for incorporating moral and cultural values into ELT materials development in such a way that it views morality and culture as a mutually complementing entity. This much-needed volume will be a valuable resource for those interested in the design and use of language materials in culturally and linguistically diverse contexts, such as in the Asia Pacific, America, Africa, and Europe.
We were in the mids of 2019 when we decided to organize a young researchers conference as the most important transnational event, subsequent to the inauguration of the UNESCO Chair of Culture Policy and Cultural Diplomacy of Istanbul Bilgi University established in 2018, held together with the chairs working in the same field. While deciding on the method, content, and form of participation of the conference we consulted with UNESCO chairs, with which we have been in cooperation for a long time. As a result, we decided to invite “young” researchers who are in the early stages of their academic career, irrespective of their age, and who have had their master’s degree and/or conducting doctoral studies. Our purpose was to ensure that they would start a dialogue with their colleagues in similar statuses and benefit from the comments of reviewers having experience in the profession, through the assessment of their presentations. We wished the conference that we planned to last two days to address the main themes of cultural policy. Hence, we projected holding of five sessions on the themes of “Culture as Agent in International Relations,” “Managing and Sharing Cultural Heritage,” “Cities: New Actors of Cultural Policy,” “Cultural Industries: Film as a Case,” and “Culture and Arts in all Their Forms.” Our call for applications has been welcomed with considerable interest. At that time, another thing happened as well. We wanted those young researchers would meet face-to-face, get to know each other, and exchange their views outside of the conference. However, the pandemic broke out and we were faced with the choices of postponing the conference or acknowledging to hold it online, due to travel prohibitions and lockdowns. As a result, the second alternative prevailed to maintain the excitement of the studies of the researchers. Our conference was held online, while Covid-19 was reigning with all its severity, on 21-22 August 2020. At the conference, papers of a total of eighteen researchers in charge at universities or working professionally in the sector in four continents took place. The fact that almost all of the researchers included the original features of the practice, which emerged from the theoretical literature in different subfields of cultural policy, but which they followed closely or were a part of directly, in their analyzes, was attention inviting. At the same time, it was possible to see in the presentations the traces of the (mostly negative) impacts of the international political environment, which continues with tensions, hot or cold conflicts, and inequalities, in addition to the oppressive political environment prevailing in the countries of today, on cultural policy. On the other hand, the lack of presentation and discussion of enough examples concerning cultural policies at the city scale was noteworthy. However, the quest of the young ones working in these disciplines, for new concepts and different methodological approaches, was extremely clear.
This book explores the notion of interculturality in education and supports scholars in their discovery of the notion. Continuing the author’s previous work, the book urges (communication) education researchers and educators to 'interculturalize' interculturality. This book corresponds to the authors’ endeavor to complexify the way interculturality is discussed, expressed, (co-)constructed and advocated in different parts of the world and in different languages. To interculturalize interculturality is to expand the way we deal with the notion as an object of scientific and educational discourse, noting the dominating voices and allowing for silenced voices that are rarely heard around interculturality to emerge. This book is based on broken realities and (the authors’) rebellious dreams. As two researchers and educators with a long experience examining discourses of interculturality, this book represents the authors’ program for the future of intercultural communication education. The book is divided into three 'tableaus' (living descriptions) depicting today’s 'broken' realities of interculturality and two 'rebellious' dreams of what it could be in research and education.
This book provides a contextualized and balanced look into the timely topic of values in English Language Teaching (ELT) materials with a primary focus on the Chinese context. It features three distinct conceptual and methodological perspectives, namely, perceptions of stakeholders such as material writers, teachers and students, multimodal construction of values, and textual representation of values. It is a valuable resource for those interested in the social, cultural, moral, and ideological dimensions of English education in general, and in the textual and multimodal construction of values in language teaching materials in particular.
Cultural Economies explores the dynamic intersection of material culture and transatlantic formations of "capital" in the long eighteenth century. It brings together two cutting-edge fields of inquiry—Material Studies and Atlantic Studies—into a generative collection of essays that investigate nuanced ways that capital, material culture, and differing transatlantic ideologies intersected. This ambitious, provocative work provides new interpretive critiques and methodological approaches to understanding both the material and the abstract relationships between humans and objects, including the objectification of humans, in the larger current conversation about capitalism and inevitably power, in the Atlantic world. Chronologically bracketed by events in the long-eighteenth century circum-Atlantic, these essays employ material case studies from littoral African states, to abolitionist North America, to Caribbean slavery, to medicinal practice in South America, providing both broad coverage and nuanced interpretation. Holistically, Cultural Economies demonstrates that the eighteenth-century Atlantic world of capital and materiality was intimately connected to both large and small networks that inform the hemispheric and transatlantic geopolitics of capital and nation of the present day.
Routledge Applied Linguistics is a series of comprehensive textbooks, providing students and researchers with the support they need for advanced study in the core areas of English language and Applied Linguistics. Each book in the series guides readers through three main sections, enabling them to explore and develop major themes within the discipline. • Section A, Introduction, establishes the key terms and concepts and extends readers’ techniques of analysis through practical application. • Section B, Extension, brings together influential articles, sets them in context, and discusses their contribution to the field. • Section C, Exploration, builds on knowledge gained in the first two sections, setting thoughtful tasks around further illustrative material. This enables readers to engage more actively with the subject matter and encourages them to develop their own research responses. Throughout the book, topics are revisited, extended, interwoven and deconstructed, with the reader’s understanding strengthened by tasks and follow-up questions. This highly-successful text introduces and explores the dynamic area of intercultural communication, and the updated third edition features: • new readings by Prue Holmes, Fred Dervin, Lei Guo and Summer Harlow, Miriam Sobré-Denton and Nilaniana Bardham, which reflect the most recentdevelopments in the field • refreshed and expanded examples and exercises including new material on the world of business, radicalisation and cultural fundamentalism • extended discussion of topics which include cutting-edge material on cosmopolitanism, immigrants’ intercultural communication and cultural travel • revised further reading. Written by experienced teachers and researchers in the field, Intercultural Communication, Third edition provides an essential textbook for advanced students studying this topic.
