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The term intercultural dialogue has become a buzzword at policy level, but there is a pressing need to synchronise the terminology of policymakers with that of academics. An overarching aim of this book is to explore the wide-ranging terminology relevant to intercultural dialogue in order to promote clearer consideration of the underlying issues. More specifically, this book reports the findings of a research project conducted in Japan that brought teaching practice to bear upon some of the main conflicting theoretical perspectives on how value judgment should be managed in foreign language education. At the heart of this issue lies the management of prejudice, which is a key dynamic in intercultural dialogue that brings many other factors into play.
A refreshingly engaging monograph sharing a passionate researching practitioner's insight into intercultural issues in foreign language education and offering a long-awaited theory- and evidence-based model for anyone interested in cultural issues in foreign language teaching and learning. One thing is for sure, once you start reading, you will find it hard to put the book down.
Stephanie Houghton is an Associate Professor in Intercultural Communication in the Faculty of Culture and Education at Saga University in Japan. Her research activities focus on intergroup relations, self and identity in foreign language education and the development of intercultural communicative competence.
Preface
Introduction
PART 1 EXPLORING THE ROOTS OF VALUE JUDGMENT
Chapter 1 Information Processing, Socialisation and the Self
Chapter 2 Ethnocentrism and Ethnorelativism
Chapter 3 Theoretical and Political Perspectives Upon Value Judgment
PART 2 MANAGING VALUE JUDGMENT IN FOREIGN LANGUAGE EDUCATION
Chapter 4 Overview of the Study
Chapter 5 The Intercultural Dialogue Model
Chapter 6 Critically Analysing Self and Other
Chapter 7 Critically Evaluating Self and Other
Chapter 8 Shifting the Interface: From Self and Other to Self and Society
Conclusion