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Intercultural Competence Past, Present and Future

Respecting the Past, Problems in the Present and Forging the Future

  • Book
  • © 2021

Overview

Editors:
  1. María Dolores López-Jiménez

    1. Universidad Pablo de Olavide, Sevilla, Spain

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  2. Jorge Sánchez-Torres

    1. Centro Internacional de Estudios Culturales, Sevilla, Spain

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    You can also search for this editor in PubMed   Google Scholar

  • Explores the benefits of teaching reflection upon one’s own culture to develop intercultural competence
  • Sheds light on teacher’s feedback and students’ cultural differences and expectations
  • Shows the closeness between language learning motivation and interculturality

Part of the book series: Intercultural Communication and Language Education (ICLE)

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Table of contents (12 chapters)

  1. Front Matter

    Pages i-vi
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  2. Introduction and Overview

    • María Dolores López-Jiménez, Jorge Sánchez-Torres
    Pages 1-19

  3. Respecting the Past and Problems in the Present

    1. Front Matter

      Pages 21-21
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    2. Language Learning Motivation and Interculturality of Australian Community/Heritage Language Learners

      • Elke Stracke
      Pages 23-41

    3. Intermittent Second-Language Intensification in the Host Culture: An Ethnographic Case Study of a Heritage Speaker in a Study-Abroad Program

      • Christian Abello-Contesse
      Pages 43-66

    4. Problems for Teachers of Culturally Diverse Classes: Investigating Strategies and Activities to Embed Intercultural Metalanguage in an Australian ‘Internationalized’ University Context

      • Sue Lubbers
      Pages 67-99

    5. Exploring the Relationship Between Teacher Confirmation and Student Motivation: The United States and Finland

      • S. M. Croucher, D. Rahmani, F. Galy-Badenas, C. Zeng, A. Albuquerque, M. Attarieh et al.
      Pages 101-120

    6. Intercultural Barriers to Feedback in Study Abroad Settings

      • Elaine Boyd, David Donnarumma
      Pages 121-141

    7. Intercultural Language Teaching: On Reflection

      • Jo Oranje
      Pages 143-161

  4. Forging the Future

    1. Front Matter

      Pages 163-163
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    2. Attitudes Toward English as a Lingua Franca Among Prospective EFL Teachers in Spain

      • Rubén Chacón-Beltrán
      Pages 165-183

    3. How Critical Has Intercultural Learning and Teaching Become? A Diachronic and Synchronic View of “Critical Cultural Awareness” in Language Education

      • Manuela Guilherme, Mark Sawyer
      Pages 185-208

    4. Building an Online Community to Contest Stereotyping and Otherization During Study Abroad

      • Jane Jackson
      Pages 209-227

    5. Promoting Intercultural and Visual Media Competence in the Foreign Language Classroom with the Autobiography of Intercultural Encounters Through Visual Media

      • María-del-Carmen Méndez-García, Rachel Lindner
      Pages 229-254

    6. Intercultural Competence and Parsnip: Voices From Teachers of English in Australia

      • Thuy Ngoc Dinh, Fenty Lidya Siregar
      Pages 255-274

  5. Back Matter

    Pages 275-280
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Keywords

About this book

This book explores the benefits of teaching reflection upon one’s own culture to develop intercultural competence and looks into the relationship between the proficiency level of the second language and the target culture. It introduces new debates on the concept of ‘critical cultural awareness’ in intercultural learning and teaching, for example the indiscriminate use of terminologies related to the idea of ‘intercultural encounters’. Also, it provides insight into the relationship between language and culture using a new tool such as the Autobiography of Intercultural Encounters through Visual Media. The presentation of different approaches, tools, barriers, educational and cultural realities, online intercultural exchange projects and concepts such as motivation, attitudes, stereotyping, otherization, and critical cultural awareness makes this book an excellent instrument not only for teachers but also for researchers, policy-makers and private and public institutions that want to explore culture and interculturality and to promote an intercultural competence and global citizenship among its learners / users / clients and / or an interculturally-oriented language education.  

Editors and Affiliations

  • Universidad Pablo de Olavide, Sevilla, Spain

    María Dolores López-Jiménez

  • Centro Internacional de Estudios Culturales, Sevilla, Spain

    Jorge Sánchez-Torres

About the editors

María Dolores López-Jiménez holds a BA in English Philology (1995) from the University of Seville, Seville, Spain, an MA in Spanish Applied Linguistics (2000) and an MA in English Applied Linguistics (2001) from Indiana University, Indiana, USA and a PhD (2009) in Second Language Teaching and Acquisition from the University of Seville, Seville, Spain. She is a member of the University of Seville Research Group La lengua inglesa en el ámbito universitario (PAI: HUM 397). She worked as a Teaching Assistant at the Department of Spanish and Portuguese at Indiana University from 1998-2001. She is currently an assistant professor at the Department of Philology and Translation at Universidad Pablo de Olavide, Seville, Spain. She has been teaching courses on sociocultural aspects of the English world for more than ten years. Her main areas of research include second language teaching and learning, (inter)cultural aspects and English as a foreign language and Spanish as a second languagematerials evaluation.

Jorge Sánchez Torres holds a degree in English Philology as a Diploma of Advanced Studies in Applied Linguistics, and a PhD on Second Language Acquisition (2014) from University of Seville. He is a member of the University of Seville research group La Lengua Inglesa en el Ámbito Universitario (PAI: HUM397). He is teaching Professional Teaching Development, Second Language Teaching / Learning Methodology and Pedagogy, English courses and Spanish for specific purposes in various institutions such as Centro Internacional de Estudios Culturales (CINECU)and The Center for Cross-Cultural Studies, Seville, Spain. He is an Adjunt Lecturer for University of North Carolina and North Carolina State University at CINECU, Seville, Spain. He has worked as a Professor at the University of North Carolina (Romance Languages Department), the University of Seville (Department of English Philology, English Language) and in different institutions, in Seville, asa bilingual teacher with children aged between 2 and 14 years of age. His current research interests include second language teaching / learning methodology and pedagogy, bilingualism, bilingual families and bilingual education, family language policy, instructional technologies, team-teaching, interculturality and intercultural communicative competence.

Bibliographic Information

  • Book Title: Intercultural Competence Past, Present and Future

  • Book Subtitle: Respecting the Past, Problems in the Present and Forging the Future

  • Editors: María Dolores López-Jiménez, Jorge Sánchez-Torres

  • Series Title: Intercultural Communication and Language Education

  • DOI: https://doi.org/10.1007/978-981-15-8245-5

  • Publisher: Springer Singapore

  • eBook Packages: Education, Education (R0)

  • Copyright Information: The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2021

  • Hardcover ISBN: 978-981-15-8244-8Published: 09 January 2021

  • Softcover ISBN: 978-981-15-8247-9Published: 09 January 2022

  • eBook ISBN: 978-981-15-8245-5Published: 08 January 2021

  • Series ISSN: 2520-1735

  • Series E-ISSN: 2520-1743

  • Edition Number: 1

  • Number of Pages: VI, 280

  • Number of Illustrations: 2 b/w illustrations

  • Topics: Language Education, Sociology of Education, Language Teaching

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