Authors:
Presents a research project with the aim of developing students’ intercultural capability in learning a new language
Discusses the findings obtained by classroom observations, interviews with teachers and focus groups with students
Documents instances of breakthrough and growth for teachers and students and reveals the problems and tensions
This book is open access, which means that you have free and unlimited access
Part of the book series: Intercultural Communication and Language Education (ICLE)
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Table of contents (8 chapters)
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Front Matter
About this book
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.Keywords
- Communicative Language Teaching
- Language Education in New Zealand
- Language Education Curriculum
- Intercultural Skills
- Intercultural Language Pedagogy
- New Zealand Schools
- Open Access
Authors and Affiliations
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School of Cultures, Languages and Linguistics, University of Auckland, Auckland, New Zealand
Martin East
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School of Curriculum and Pedagogy, University of Auckland, Auckland, New Zealand
Constanza Tolosa, Christine Biebricher
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School of Teacher Education, University of Canterbury, Christchurch, New Zealand
Jocelyn Howard
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Post-Primary Teachers’ Association, Wellington, New Zealand
Adèle Scott
About the authors
Martin East is Professor of Language Education in the School of Cultures, Languages and Linguistics, the University of Auckland, New Zealand. Prior to this, he was a language teacher educator in the University’s Faculty of Education and Social Work, where he worked primarily with those who would go on to become teachers of additional languages in the secondary school sector. He publishes widely in the fields of language pedagogy and language assessment, and his work has appeared in journals such as Language Teaching, The Language Learning Journal, Language and Intercultural Communication, and the Journal of Multilingual and Multicultural Development.
Constanza Tolosa is a senior lecturer in Languages Education in the Faculty of Education and Social Work at the University of Auckland. Her research and teaching expertise is the learning and teaching of languages. Her current areas of research include the development of intercultural competencies through language education, pedagogical applications of digital technologies, and the use of communicative tasks in foreign language classrooms. An experienced language teacher and language teacher educator, she teaches in different programmes ranging from pre-service language teacher education to postgraduate courses on contemporary pedagogies.
Christine Biebricher is a teacher educator and works as a senior lecturer in the School of Curriculum and Pedagogy, Faculty of Education and Social Work at the University of Auckland. She is a trained secondary school teacher and has worked in pre- and in-service language teacher education in Germany, Spain and New Zealand. Her academic work draws on her background in language didactics and applied linguistics and on her experience and expertise in languages, literacies and teaching English as a second language. Her research interests focus on teacher education and teacher professional development in languages and literacies.
Bibliographic Information
Book Title: Journeys Towards Intercultural Capability in Language Classrooms
Book Subtitle: Voices from Students, Teachers and Researchers
Authors: Martin East, Constanza Tolosa, Jocelyn Howard, Christine Biebricher, Adèle Scott
Series Title: Intercultural Communication and Language Education
DOI: https://doi.org/10.1007/978-981-19-0991-7
Publisher: Springer Singapore
eBook Packages: Education, Education (R0)
Copyright Information: The Editor(s) (if applicable) and The Author(s) 2022
License: CC BY
Hardcover ISBN: 978-981-19-0990-0Published: 17 May 2022
Softcover ISBN: 978-981-19-0993-1Published: 17 May 2022
eBook ISBN: 978-981-19-0991-7Published: 16 May 2022
Series ISSN: 2520-1735
Series E-ISSN: 2520-1743
Edition Number: 1
Number of Pages: XIII, 182
Number of Illustrations: 1 b/w illustrations
Topics: Language Education, Education, Language Education