AAUSC 2010: Critical and Intercultural Theory and Language Pedagogy
Critical theory, intercultural theory, critical pedagogy, and complexity theory: all of these and others have yet to penetrate the shell of foreign-language pedagogy in a systematic way. The field remains concerned primarily and understandably with the instrumental demands of facilitating the skills of speaking, listening, reading, and writing. It is often argued that practice is theory-light and theory is practice-light. Consequently, it has proven notoriously difficult to bridge the theory-practice gap. AAUSC 2010 Volume provides a frank and provocative treatment of theory in language teaching and learning, arguing for alternative understanding that may overcome the conflicts between theory and practice. Fostering sophisticated translingual and transcultural competences, linking the work of the language classroom with the profound mission and goals of the humanities, and helping university-level language education contribute to the fostering of compassion and even the transformation of global conflict are now part of the language pedagogy pursuit. To move the language profession in this long-overdue direction, the contributions to this volume provide insightful analyses of foreign-language curriculum, teaching, and learning in a postmodern world and the ways that a range of theoretical frameworks can or already do contribute to our thinking about these issues. The volume gives the reader unfamiliar with theory a thumbnail introduction to a range of models and frameworks, offers numerous practical steps for curriculum design and classroom practice derived from theoretical principles, and also provides fuel for crucial transformative discussions and debates in language departments.
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What Is Language Pedagogy For?
Theorizing Translingualtranscultural Competence
Classrooms and Real Worlds Boundaries Roadblocks and Connections
Understanding Comprehension Hermeneutics Literature and Culture in Collegiate Foreign Language Education
Toward a Contact Pragmatics of Literature Habitus Text and the Advanced SecondLanguage Classroom
The Health Care Professional as Intercultural Speaker
Theorizations of Intercultural Communication
Framing Ideas from Classical Language Teaching Past and Future
Collaboration and Interaction The Keys to Distance and ComputerSupported Language Learning
A Social Constructivist Approach to Foreign Language Writing in Online Environments
Cognitive Grammar and Its Applicability in the Foreign Language Classroom
After the MLA Report Rethinking the Links Between Literature and Literacy Research and Teaching in Foreign Language Departments
Paradigms in Transition
The American Association of University Supervisors Coordinators and Directors of Foreign Language Programs
Application for Membership
From Core Curricula to Core Identities On Critical Pedagogy and Foreign LanguageCulture Education
Postcolonial Complexities in Foreign Language Education and the Humanities
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