Abstract
This chapter introduces the Developmental Model of Linguaculture Learning. The starting assumptions of the model are described, including the idea that language and culture learning is an adaptive process that can be either surface or deep. Linguaculture learning is described as demanding, deep, and complex. The developmental levels of the DMLL are described in terms of dynamic skill theory, which describes how skills emerge at higher and higher levels of complexity. The DMLL proposes that as learners develop increasing cognitive complexity and mastery that their experience of learning changes. The DMLL is said to provide a developmental roadmap for both learners and educators. The DMLL sees the goal of both language and culture learning as increased intuitive understanding of linguistic and cultural patterns, and ultimately to increasing creative mastery—the ability to express oneself in new linguistic and cultural contexts.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Byram, Michael. 1997. Teaching and assessing communicative intercultural competence. Multilingual Matters.
Byram, Michael. 2008. From foreign language education to education for intercultural citizenship: Essays and reflections. Clevedon, UK: Multilingual Matters.
Byram, Michael, Adam Nichols, and David Stevens. 2001. Developing intercultural competence in practice. Clevedon, UK: Multilingual Matters.
Byram, Michael, Bella Gribkova, and Hugh Starkey. 2002. Developing the intercutural dimension in language teaching: A practical introduction for teachers. Strasbourg: Language Policy Division, Council of Europe.
Byram, Michael, Irina Bolubeva, Han Hui, and Manuela Wagner. 2017. From principles to practice for intercultural citizenship. Bristol: Multilingual Matters.
Corbett, John. 2003. An intercultural approach to English language teaching. Clevedon: Multilingual Matters.
Cozolino, Louis. 2013. The social neuroscience of education. New York, NY: Norton.
Crozet, Chantal, and Anthony Liddicoat. 1999. The challenge of intercultural language teacher: Engaging with culture in the classroom. In Striving for the third place: Intercultural competence through language education, ed. Joseph Lo Bianco, Anthony Liddicoat, and Chantal Crozet. Melbourne: Language Australia.
Dornyei, Zoltan. 2009. The L2 motivational self system. In Motivation, language identity, and the L2 self, ed. Zoltan Dornyei and Ema Ushioda. Bristol, UK: Multilingual Matters.
Dornyei, Zoltan, and Ema Ushioda. 2009. Motivation, language identities and the L2 self: A theoretical overview. In Motivation, language identity and the L2 self, eds. Zoltan Dornyei and Ema Ushioda. Bristol, UK: Multilingual Matters.
Dornyei, Zoltan, Peter MacIntyre, and Alastair Henry. 2015. Motivational dynamics in language learning. Bristol: Multilingual Matters.
Ellis, Rod. 2008. The study of second language acquisition. Oxford, UK: Oxford University Press.
Fischer, Kurt W. 1980. A theory of cognitive development: The control and construction of hierarchies of skills. Psychological Review 87: 477–531.
Fischer, Kurt W. 2008. Dynamic cycles of cognitive and brain development: Measuring growth in mind, brain, and education. In The educated brain, ed. A.M. Battro, K.W. Fischer, and P. Léna, 127–150. Cambridge UK: Cambridge University Press.
Fischer, Kurt W. 2009. Mind, brain, and education: Building a scientific groundwork for learning and teaching. Mind, Brain, and Education 3: 2–15.
Fischer, Kurt W., and Zheng Yan. 2002. The development of dynamic skills theory. In Conceptions of development: Lessons from the laboratory, ed. R. Lickliter and D. Lewkowicz, 279–312. Hove, UK: Psychology Press.
Fischer, Kurt W., and Thomas R. Bidell. 2006. Dynamic development of action and thought. In Theoretical models of human development. Handbook of child psychology, eds. W. Damon, and R.M. Lerner, 313–399. New York: Wiley.
Gardner, Robert. 1985. Social psychology and second language learning: The role of attitudes and motivation. London: Edward Arnold.
Gardner, Robert. 2005. Integrative motivation and second language acquisition. Paper presented at the Canadian Association of Applied Linguistics, May 30, London, Canada.
Gardner, Robert. 2010. Motivation and second language acquisition. New York: Peter Lang Publishing.
Gattegno, Caleb. 1963. Teaching foreign languages in schools: The silent way. New York, NY: Educational Solutions Worldwide.
Hodgins, Holley S., and C. Raymond Knee. 2002. The integrating self and conscious experience. In Handbook of self-determination theory, ed. Edward L. Deci and Richard M. Ryan. Rochester: University of Rochester Press.
Krashen, Stephen D. 1982. Principles and practice in second language acquisition. Oxford, UK: Oxford University Press.
Lantolf, James P. 2000. Sociocultural theory and second language learning. Oxford, UK: Oxford University Press.
Larsen-Freeman, Diane. 2008. Complex systems and applied linguistics. Oxford: Oxford University Press.
Larsen-Freeman, Diane. 2011. A complexity theory approach to second language development/acquisition. In Alternative approaches to second language acquisition, ed. Dwight Atkinson, 48–72. New York, NY: Routledge.
Lewin, Kurt. 1951. Field theory in social science: Selected theoretical papers, ed. D. Cartwright. New York, NY: Harper & Row.
Liddicoat, Anthony. 2005. Teaching languages for intercultural communication. In An international perspective on language policies, practices and proficiencies, ed. D. Cunningham and A. Hatoss, 201–214. Belgrave: Editura Fundatiei Academice Axis and Federation Internationale des Professeurs de Langues Vivantes.
Liddicoat, Anthony, and Angela Scarino. 2013. Intercultural language teaching and learning. Chichester: Wiley-Blackwell.
Macintyre, Peter D., Sean P. Mackinnon, and Richard Clement. 2009. The baby, the bathwater, and the future of language learning motivation research. In Motivation, language identity and the L2 self, ed. Zoltan Dornyei and Ema Ushioda. Bristol, UK: Multilingual Matters.
Murphy, Robert S., and Neil McClelland. 2011. Adapting the PPP teaching method to Fischer’s skill theory. Kiban Kyouiku Center Journal, University of Kitakyushu March (10): 119–128.
Murphy, Robert S., and Helen Hoi-Yan Sin. 2014. Neuroscientific benefits of including culture and emotion into the second language learning classroom: Teaching for the DATC. Kiban Kyouiku Center Journal, University of Kitakyushu December (20): 53–69.
Ryan, R.M., and E.L. Deci. 2002. Overview of self determination theory: An organismic dialectical perspective. In Handbook of self-determination research, 3–33. New York: University of Rochester Press.
Schumann, John H. 2004. The neurobiology of motivation. In The neurobiology of learning: Perspectives from second language acquisition, ed. John H. Schumann, 23–42. New York: Routledge.
Shaules, Joseph. 2007. Deep culture: The hidden challenges of global living. Clevedon, UK: Multilingual Matters.
Shaules, Joseph. 2014. The intercultural mind: Connecting culture and cognition. Boston, MA: Intercultural Press.
Skinner, Ellen, and Kathleen Edge. 2002. Self-determination, coping, and development. In Handbook of self-determination research, ed. Edward L. Deci and Richard M. Ryan. Rochester: University of Rochester Press.
Sousa, David. 2010. Mind, brain and education: Neuroscience implications for the classroom. Bloomington, IL: Solution Tree Press.
Stevick, Earl W. 1976. Memory, meaning & method: Some psychological perspectives on language learning. Rowley, MA: Newbury House Publishers.
Stevick, Earl W. 1980. Teaching languages: A way and ways. Cambridge, MA: Newbury House.
Tokuhama-Espinosa, Tracey. 2014. Making classrooms better. New York: Norton.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
Copyright information
© 2019 Springer Nature Singapore Pte Ltd.
About this chapter
Cite this chapter
Shaules, J. (2019). A Developmental Model Linguaculture Learning. In: Language, Culture, and the Embodied Mind. Springer, Singapore. https://doi.org/10.1007/978-981-15-0587-4_10
Download citation
DOI: https://doi.org/10.1007/978-981-15-0587-4_10
Published:
Publisher Name: Springer, Singapore
Print ISBN: 978-981-15-0586-7
Online ISBN: 978-981-15-0587-4
eBook Packages: EducationEducation (R0)