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Jost Gippert: Our Featured Linguist!

"Buenos dias", "buenas noches" -- this was the first words in a foreign language I heard in my life, as a three-year old boy growing up in developing post-war Western Germany, where the first gastarbeiters had arrived from Spain. Fascinated by the strange sounds, I tried to get to know some more languages, the only opportunity being TV courses of English and French -- there was no foreign language education for pre-teen school children in Germany yet in those days. Read more



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What is English? And Why Should We Care?

By: Tim William Machan

To find some answers Tim Machan explores the language's present and past, and looks ahead to its futures among the one and a half billion people who speak it. His search is fascinating and important, for definitions of English have influenced education and law in many countries and helped shape the identities of those who live in them.


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Book Information

   

Title: Foreign Language and Culture Learning from a Dialogic Perspective
Written By: Albane Cain
Carol Morgan
Description:

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 KEY FEATURES * 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 DESCRIPTION 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 CONTENTS Preface Introduction 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 AUTHOR INFORMATION 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.

Publication Year: 2000
Publisher: Multilingual Matters
Review: Read the review
BibTex: View BibTex record
Linguistic Field(s): Applied Linguistics
Sociolinguistics
Subject Language(s): English
French
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Click here to see the original emailed issue.

Versions:
Format: Hardback
ISBN: 1853594997
ISBN-13: N/A
Pages: 160pp
Prices: #39.95/ US$64.95/ CAN$79.95

 
 
Format: Paperback
ISBN: 1853594989
ISBN-13: N/A
Pages: 160pp
Prices: #16.95/ US$26.95/ CAN$34.95