Please use this identifier to cite or link to this item:
Teaching language and culture in a global age: New goals for teacher education
|Title:||Teaching language and culture in a global age: New goals for teacher education|
|Date Issued:||01 Jan 2011|
|Publisher:||Heinle Cengage Learning|
|Citation:||Kern, R. (2011). Teaching language and culture in a global age: New goals for teacher education. The American Association of University Supervisors, Coordinators and Directors of Foreign Languages Programs (AAUSC), 3-16. http://hdl.handle.net/102015/69694|
|Abstract:||This chapter reviews four examples of new thinking in the teaching of foreign|
languages and cultures that reorient our goals from acquisition of language to
understanding relational dimensions of language and language use (literacy,
translingual and transcultural competence, plurilingualism and pluriculturalism,
symbolic competence). Implications are derived for the preparation of graduate
student instructors, which center around three areas: (1) broadening graduate
students’ understanding of what language teaching is all about, (2) considering
a less absolute “monolingual” approach to the teaching of foreign languages, and
(3) encouraging the development of language awareness. The chapter concludes with a few practical examples of how some of the identified areas are being addressed
at UC Berkeley. These examples include apprenticeship with a mentor
teacher, observations by other faculty, pedagogy courses, expanding the typical
range of courses taught, learning to design a special topic course, and building an
intellectual community around language and culture teaching.
|Appears in Collections:||
2011 EDUCATING THE FUTURE FOREIGN LANGUAGE PROFESSORATE FOR THE 21ST CENTURY|
Please email firstname.lastname@example.org if you need this content in ADA-compliant format.
Items in ScholarSpace are protected by copyright, with all rights reserved, unless otherwise indicated.