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Despite widespread agreement about the need to develop interculturally competent graduates, there is a lack of agreement about how this goal may be achieved in practice. This is significant as universities around the world, particularly in English-speaking countries, have espoused an interculturally-aware vision for their future graduates and turned to language education, as an inherently intercultural activity, to expose students to a world which is linguistically and culturally different from their own. This book focuses on narrowing the gap between the often conflicting theoretical and practical imperatives faced by language teachers in an internationalised higher education context. It does so by providing comprehensive conceptual discussions of emerging critical intercultural language pedagogies as well as empirical accounts and case studies from the frontline.
The book is reader-friendly and thus, capable of attracting and holding readers’ attention. Moreover, it is a book written for quite a wide readership, including scholars of applied linguistics and language teaching, language teachers, language curriculum designers as well as students of linguistics. In closing, I have no hesitation to suggest this book to anyone who is interested in language and culture teaching, particularly in tertiary education irrespective of their context of study and work.
Adriana Raquel Díaz is Associate Lecturer at the School of Languages and Linguistics, Griffith University, Australia. Her main research activities focus on the development of intercultural competence, the variables affecting the implementation of intercultural language curricula and teaching methodologies as well as teachers' journeys in the development of intercultural language learning pedagogies.
Foreword
Preface
Introduction
PART I – THE THEORY/PRACTICE GAP IN LANGUAGE AND CULTURE PEDAGOGIES IN HIGHER EDUCATION
Chapter 1 – Stumbling Blocks to Bridging the Theory/Practice Gap
Chapter 2 – From Stumbling Blocks into Building Blocks
PART II – THEORY VS. PRACTICE AND THE REALM OF POSSIBILITY
Chapter 3 – Case Studies of Curricular Innovation
Chapter 4 – The Good, the Bad and the Feasible
PART III – BRIDGING THE GAP WITHOUT FALLING INTO THE PRECIPICE
Chapter 5 - Articulating the Feasible with Sustainable Innovation
Conclusion - Prospects for a Field in Transition