The Separation between Language and Content in Modern Language Degrees: Implications for Students' Development of Critical Cultural Awareness and Criticality

Autor/in	Parks, Elinor
Titel	The Separation between Language and Content in Modern Language Degrees: Implications for Students' Development of Critical Cultural Awareness and Criticality
Quelle	In: Language and Intercultural Communication, 20 (2020) 1, S.22-36 (15 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Parks, Elinor)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-8477
DOI	10.1080/14708477.2019.1679161
Schlagwörter	Modern Languages; Second Language Learning; Second Language Instruction; Academic Degrees; Intercultural Communication; Cultural Awareness; Study Abroad; Course Content; Teaching Methods; Cross Cultural Studies; Role; Correlation; Critical Thinking; College Students; Student Attitudes; Communicative Competence (Languages); German; Foreign Countries; Curriculum Design; United States; United Kingdom + Suchen Sie Ihr Suchwort? Gegenwartssprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Degree; Degrees; Academic level graduation; Akademischer Grad; Hochschulabschluss; Interkulturelle Kommunikation; Cultural identity; Kulturelle Identität; Studies abroad; Auslandsstudium; Kursprogramm; Teaching method; Lehrmethode; Unterrichtsmethode; Cultural comparison; Kulturvergleich; Rollen; Korrelation; Kritisches Denken; Collegestudent; Schülerverhalten; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Deutscher; Ausland; Lehrplangestaltung; USA; Großbritannien
Abstract	The paper reports on the findings of a PhD study exploring the implications of the separation between language and content in Modern Languages for students' development of intercultural competence and criticality across four universities -- two in the US and two in the UK. In particular, it exposes the diverse views students developed on the relationship between language and culture and the invaluable role of content courses in fostering students' development of critical cultural awareness and criticality. While there was evidence to suggest that all three strands of the curriculum (language, content and the year abroad) contributed to students' development of intercultural competence and criticality, content modules emerged as a key setting to foster critical discussions on interculturality. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01