Shifting Conceptualisations of Foreign Language Teaching in New Zealand: Students' Journeys towards Developing Intercultural Capability

Autor/inn/en	Howard, Jocelyn; Tolosa, Constanza; Biebricher, Christine; East, Martin
Titel	Shifting Conceptualisations of Foreign Language Teaching in New Zealand: Students' Journeys towards Developing Intercultural Capability
Quelle	In: Language and Intercultural Communication, 19 (2019) 6, S.555-569 (15 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Howard, Jocelyn) ORCID (Tolosa, Constanza) ORCID (Biebricher, Christine) ORCID (East, Martin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-8477
DOI	10.1080/14708477.2019.1601201
Schlagwörter	Foreign Countries; Cultural Awareness; Second Language Instruction; Teaching Methods; Age Differences; Elementary Schools; Middle Schools; Language Teachers; Cultural Influences; Interaction; Student Diversity; Communicative Competence (Languages); Consciousness Raising; Student Attitudes; New Zealand + Suchen Sie Ihr Suchwort? Ausland; Cultural identity; Kulturelle Identität; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Age; Difference; Age difference; Altersunterschied; Elementary school; Grundschule; Volksschule; Middle school; Mittelschule; Mittelstufenschule; Language teacher; Sprachunterricht; Cultural influence; Kultureinfluss; Interaktion; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Bewusstseinsbildung; Schülerverhalten; Neuseeland
Abstract	Developing students' intercultural capability is now an expectation within language programmes in New Zealand schools. This is a challenge, particularly as intercultural capability is still a new concept for many teachers. Drawing on data from a two-year project, this paper foregrounds student voices to reveal how beginner learners experienced language programmes where non-specialist intermediate school teachers facilitated comparative intercultural explorations for the first time. The findings indicate that shifts in teachers' practices led to some worthwhile, although variable, intercultural learning gains. An interdisciplinary approach is taken to consider the possible impact of age on learners' intercultural development at this level. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01