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This book evaluates a project where formal classroom learning of a second language was supplemented with informal, natural interactions with older native speakers of the target language, delivering a number of pedagogical and societal benefits. The authors introduce a model of intergenerational, intercultural encounters which aims to promote the use of community language resources; enrich the experiences of young learners; foster greater understanding between generations; break down cultural stereotypes; encourage appreciation of different cultures and enhance the quality of life and community engagement of older people with a bi/multilingual background. It draws on theories of language acquisition, discourse analysis and psychosocial perspectives to propose a model of language learning for students that can be used for any language or locality. It is therefore an essential resource for graduate students, researchers and language teachers as well as for education, aged and youth care policy makers, practitioners and community services workers who are interested in innovative language pedagogy.
The project this book presents is a rare and beautiful combination of high-quality inter-disciplinary research coupled with a genuine desire to foster cross-cultural and intergenerational understanding in an innovative model of socially inclusive second language learning.
Marisa Cordella is Associate Professor in Spanish Linguistics at The University of Queensland, Australia. Her research expertise lies in the areas of discourse analysis (e.g. critical discourse analysis, interactional sociolinguistics), intercultural and intergenerational communication, teaching methodologies, medical communication and translation studies. She is the author of two books on discourse analysis and medical communication.
Hui Huang is Lecturer in the School of Languages, Literatures, Cultures and Linguistics at Monash University, Australia. Her research interests and publications cover the areas of second language acquisition and sociolinguistics, particularly the teaching of Chinese as a second/heritage language, ICT in language teaching, cross-cultural communication and immigrant identity.
Marisa Cordella and Hui Huang : Introduction
Section 1. Setting the Scene: Many Cultures, Many Opportunities
1. Marisa Cordella: The Immigrant Potential: Multiculturalism, Language Skills and Community Resources
2. Susan Feldman, Harriet Radermacher and Colette Browning: Contemporary Intergenerational Relationships
3. Hui Huang and Marisa Cordella : Community Resources on Our Doorstep: Language Learning in Action
Section 2. Constructing Identity: The Self-Presentation of Older Native Speakers
4. Marisa Cordella: Taking a Stance: Older Native Speakers with Young Language Learners
5. Brigitte Lambert and Marisa Cordella : The Migration Experience and the Ethos of Self
6. Hui Huang and Yanying Lu: ‘Who Are We?’ Self-Referencing in Chinese and German Conversations Using the First-Person Plural
7. Marisa Cordella and Cecilia Kokubu: Creating, Maintaining and Challenging Rapport Across Languages and Age Groups
8. Harriet Radermacher, Colette Browning and Susan Feldman: ‘I feel very happy that I can contribute to society’: Exploring the Value of the Project for Older People
Section 3. Situated Learning: Enhancing the Opportunities for L2 Students
9. Hui Huang: Gaining L2 Self-Confidence in Conversations with Native Speakers
10. Hui Huang: Developing Interactional Competence in Dyadic Conversations: Cross-language Evidence
11. Hui Huang, Marisa Cordella, Colette Browning and Ramona Baumgartner: An Innovative Language Learning and Social Inclusion Model