Learners as language-and-culture teachers, producing materials for learners in another country about their own culture - and vice versa. In this project a simple but imaginative idea leads secondary school pupils to learn about another culture and their own, to decentre and take the other's perspective. The authors' analysis of the materials and learners' reactions to them reveals a multi-layered process of understanding, and demonstrates how practical this can be for the ordinary foreign language classroom. Michael Byram, University of Durham
* Of interest both to teachers and researchers
* Dialogic perspective central: understanding built up over a variety of contexts through interaction with others
* Demonstrates the potency in a foreign language context of Vygotsky's & Bakhtin's ideas of the importance of dialogue in cognition
This book analyses an intercultural project undertaken by French and English 14-year-olds based on an exchange of materials created by the pupils and focused on the topic of law and order. The project was based on a view of learning as a dialogic process interacting with others. A first language and home culture is acquired through such interaction. This project sought to realise this dialogic process in a more meaningful way than is often the case in foreign language classrooms
1. The Theoretical Context; 2. The Anglo-French Project; 3. The Intratextual Dialogue; 4. The Intertextual Dialogue; 5. An Illuminative Dialogue; 6. The Viability of the Project; 7. Conclusion References; Appendices; Index
Carol Morgan (University of Bath) and Albane Cain (University of Cergy- Pontoise) have worked together on intercultural projects in the past and both have been involved in teaching and researching foreign language learning and cultural studies for many years in schools and universities. The research project described here was undertaken by Carol Morgan, and Albane Cain acted as a critical friend in helping to analyse the processes and products of the project.