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Foreign Language Teachers and Intercultural Competence: An Investigation in 7 Countries of Foreign Language Teachers' Views and Teaching Practices ... Intercultural Communication and Education)

3 out of 5 stars 1 customer review
ISBN-13: 978-1853598432
ISBN-10: 1853598437
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About the Author

The authors of the book are all members of CULTNET, a network of researchers of interculture in foreign language education (http://millennium.arts.kuleuven.ac.be/cultnet). Lies Sercu (K.U.Leuven, Belgium) initiated and coordinated the project on which the book is based. The other project partners were Ewa Bandura (Jagiellonian University, Poland), Paloma Castro (University of Valladolid, Spain), Leah Davcheva (British Council, Bulgaria), Chryssa Laskaridou (Directorate for primary education on Western Thessaloniki, Greece), Ulla Lundgren (Jönköping University, Sweden), María del Carmen Méndez García (University of Jaén, Spain) and Phyllis Ryan (UNAM: Universidad Nacional Autónoma de México, México).

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Product Details

  • Series: Languages for Intercultural Communication and Education (Book 10)
  • Paperback: 232 pages
  • Publisher: Multilingual Matters (August 24, 2005)
  • Language: English
  • ISBN-10: 1853598437
  • ISBN-13: 978-1853598432
  • Product Dimensions: 5.8 x 0.5 x 8.3 inches
  • Shipping Weight: 10.6 ounces (View shipping rates and policies)
  • Average Customer Review: 3.0 out of 5 stars  See all reviews (1 customer review)
  • Amazon Best Sellers Rank: #3,602,836 in Books (See Top 100 in Books)

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Format: Hardcover
How do foreign language (FL) teachers feel and act in respect of the intercultural dimension of their language teaching? In 2001, 424 FL-teachers in seven countries (Belgium, Bulgaria, Poland, Mexico, Greece, Spain and Sweden) have answered a questionnaire for a quantitative, comparative study.

Teachers think that FL-teaching should motivate and enable students to use the FL in practice. Therefore they teach more language than culture. For their culture-teaching they lack time, training and appropriate teaching materials (chapter 2). Teachers claim that they are sufficiently familiar with the FL-culture (chapter 3). Teachers in different countries have different views of their students' predisposition towards FL-learning, towards the FL-culture and FL-contact. In Bulgaria pupils are well predisposed, in Spain not (chapter 4). The picture teachers give of the type, frequency and time they devote to culture-teaching is complex. In average, results are satisfying, but there are great differences between the countries (chapter 5). Teachers use text-books extensively, even if they deem them to be useful only to a certain degree (chapter 6). Teachers organize contacts to expose their students to the target-language. They know that this is an opportunity for intercultural learning (chapter 7). Teachers would like to teach intercultural competence through their FL-teaching, but they are sceptical about modality, timing and effects (chapter 8). Therefore teachers believe in language-and-culture integrated learning, but hesitate to put it into practice (chapter 9).
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