How do you pronounce biopic, synod, and Breughel? - and why? Do our cake and archaic sound the same? Where does the stress go in stalagmite? What's odd about the word epergne? As a finale, the author writes a letter to his 16-year-old self.
Language in Intercultural Communication and education
Key Features Illustrate how practising teachers approach foreign cultures critically Provides grounded theory for a definition of critical cultural awareness within foreign language/culturel education Inspires a proposal for teacher education and development
Description This book offers theoretical foundations and practical proposals for the development of critical cultural awareness and intercultural communication competence among prospective and practising foreign language/culture educators. It proposes an enhanced cultural and political role for educators in this area by relating foreign language/culture education to education for democratic citizenship at global, inter- and intra-national levels.
Contents Introduction 1. Critical Pedagogy as cultural politics 2. Philosophical foundations for critical cultural awareness 3. The critical dimension in foreign culture education 4. The teachers’ voices: How they view critical cultural awareness in foreign language/culture classes 5. Preparing critical citizens and educators for an intercultural world Bibliography; Appendices
Author information Manuela Guilherme has been a teacher of foreign languages and cultures for the past 30 years both at secondary school and university levels, in Portugal as well as in Great Britain. She has also been a teacher trainer and a researcher in this area for the past 15 years. The research she presents in this book was awarded the 2001 Birkmaier Award by the American Council on the Teaching of Foreign Languages and the Modern Language Journal and her contribution to the study of language and culture worldwide was also recognised by the California Language Teaching Profession.