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oapen-20.500.12657-570542022-06-21T03:07:11Z Journeys Towards Intercultural Capability in Language Classrooms East, Martin Tolosa, Constanza Howard, Jocelyn Biebricher, Christine Scott, Adèle Communicative Language Teaching Language Education in New Zealand Language Education Curriculum Intercultural Skills Intercultural Language Pedagogy New Zealand Schools bic Book Industry Communication::C Language::CJ Language teaching & learning (other than ELT) bic Book Industry Communication::C Language::CB Language: reference & general This open access book presents an account of five teacher educators who, over a two-year period, undertook a research project with five teachers of languages other than English in pre-secondary schools in New Zealand. Their collaborative aim was to develop students’ intercultural capability in the context of learning a new language. The school participants were typical of many in New Zealand’s pre-secondary sector; the teachers had limited language-teaching experience and limited prior knowledge of how to develop the intercultural dimension in their language classrooms, and the students were largely at the beginning stages of learning a new language. The book discusses the findings obtained using a range of data collection methods, including classroom observations, reflective interviews with teachers, and focus groups with students. It documents instances of breakthrough and growth for teachers and students and reveals the problems and tensions. Lastly, it reflects on the lessons learned in the course of this project and speculates on the roles that teacher education needs to play if the goal of intercultural capability is to be better achieved in language classrooms, both in New Zealand and internationally. Of interest to a wide range of stakeholders in the area of education, the book allows readers to gain an understanding of the opportunities of working with teachers through an action–research model, alongside the challenges that this brings and ways in which intercultural capability may be strengthened. 2022-06-20T19:32:14Z 2022-06-20T19:32:14Z 2022 book ONIX_20220620_9789811909917_55 9789811909917 https://library.oapen.org/handle/20.500.12657/57054 eng Intercultural Communication and Language Education application/pdf n/a 978-981-19-0991-7.pdf https://link.springer.com/978-981-19-0991-7 Springer Nature Springer 10.1007/978-981-19-0991-7 10.1007/978-981-19-0991-7 6c6992af-b843-4f46-859c-f6e9998e40d5 44b04814-36ca-4c49-8ebe-747bcb804c3d 9789811909917 Springer 182 Singapore [...] open access
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This open access book presents an account of five teacher educators who, over a two-year period, undertook a research project with five teachers of languages other than English in pre-secondary schools in New Zealand. Their collaborative aim was to develop students’ intercultural capability in the context of learning a new language. The school participants were typical of many in New Zealand’s pre-secondary sector; the teachers had limited language-teaching experience and limited prior knowledge of how to develop the intercultural dimension in their language classrooms, and the students were largely at the beginning stages of learning a new language. The book discusses the findings obtained using a range of data collection methods, including classroom observations, reflective interviews with teachers, and focus groups with students. It documents instances of breakthrough and growth for teachers and students and reveals the problems and tensions. Lastly, it reflects on the lessons learned in the course of this project and speculates on the roles that teacher education needs to play if the goal of intercultural capability is to be better achieved in language classrooms, both in New Zealand and internationally. Of interest to a wide range of stakeholders in the area of education, the book allows readers to gain an understanding of the opportunities of working with teachers through an action–research model, alongside the challenges that this brings and ways in which intercultural capability may be strengthened.
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