专著推荐 | 跨文化外语教学研究（4卷本）

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跨文化交际外语教学 （4卷）

Language education is important for developing intercultural understanding but language teaching has often focused only on learning the language code and provided few opportunities to develop such understanding. For languages education to develop intercultural understanding it needs to go beyond presenting isolated snippets of information about the target language culture. Intercultural approaches to language teaching and learning take the development of cultural understanding and the ability to use cultural knowledge to facilitate communication as primary goals for language learning, along with the development of language competence and linguistic awareness. Learners are encouraged to notice, compare and reflect on language and culture, and to develop their own understanding of their own culture as well as the culture of others（Liddicoat，2004）. 

目前我国跨文化外语教学研究成果日渐增多，但是研究层次普遍较低，研究方法较为简单，研究问题又较为重复。那么，国际学术界的跨文化外语教学研究是否也是学术热点？有哪些（与我国外语教学切实相关的）重要学术著作？……通讯君特别推荐4卷本跨文化外语教学著作，涵盖跨文化交际能力、跨文化课堂教学设计、跨文化公民教育等重要新兴课题。这套书平价推广，价格感人（涵盖了书费、国际和国内物流、税费报关和检疫等相关费用）。支持对公转账，可以开具电子发票，大额采购可以开列合同。扫码微店购买，如需发票请在留言栏填写抬头，税号和Email到货周期9周左右（科普常识：国际物流周期涉及包运货机、海关报关、检疫和国内物流）联系人：王老师 13501892122（电话同微信）

Intercultural Learning in Modern Language Education: Expanding Meaning-Making Potentials   《现代语言教育中的跨文化学习》 

作者：Dr. Erin Kearney

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简介：Many educators aim to engage students in deeply meaningful learning in the language classroom, often facing challenges to connect the students with the culture of the language they are learning. This book aims to demonstrate that substantial intercultural learning can and does occur in the modern language classroom, and explores the features of the classroom that support meaningful culture-in-language-learning. The author argues that transformative modern language education is intimately tied to a view of language learning as an engagement in meaning-making activity, or semiotic practice. The empirical evidence presented is analyzed and then linked to both the theorizing of culture-in-language-teaching and to practical concerns of teaching..

目录：

Contents

1. The Challenges of Addressing Culture in Modern Language Education

2. The Culture Learning Target: Engagement with Meaning Potentials

3. Creating and Investigating Intercultural Worlds in a Modern Language Classroom

4. Understanding Signification and Interpretive Acts through Engagement with Cultural Representations

5. Realizing Meaning Potentials through Narrative Writing

6. Sense-Making in a Web of Meanings: Implications for Theory, Research and Practice

References

The Cultural and Intercultural Dimensions of English as a Lingua Franca 《英语作为通用语言的文化和跨文化层面》

主编：Prue Holmes, Fred Dervin

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简介：This book investigates the cultural and intercultural aspects of English as a Lingua Franca (ELF). Authors discuss how 'culture' and the 'intercultural' can be understood, theorised and operationalised in ELF, and how the concepts can be integrated into formats of ELF-oriented learning and teaching. The various cultural connotations are also discussed (ideological, political, religious and historical) and whether it is possible to use and/or teach a lingua franca as if it were culturally neutral. The chapters consider the communication and pedagogical implications of the cultural and intercultural dimensions of ELF and offer suggestions for new directions in ELF research, pedagogy and curriculum development.

目录                      

Part I: The Interconnections and Inter-relationships between Interculturality and ELF

1. Karen Risager: Lingua Francas in a World of Migrations      2. Richard Fay, Nicos Sifakis and Vally Lytra: Interculturalities of English as a Lingua Franca: International Communication and Multicultural Awareness in the Greek Context                

3. Will Baker: Culture and Language in Intercultural Communication, English as a Lingua Franca and English Language Teaching: Points of Convergence and Conflict                                                   

Part II: Grounding Conceptual Understandings of Interculturality in ELF Communication

4. Chris Jenks: Talking Cultural Identities into Being in ELF Interactions: An Investigation of International Postgraduate Students in the United Kingdom                

5. Anne Kari Bjørge: Conflict Talk and ELF Communities of Practice                         

6. Jagdish Kaur: Intercultural Misunderstanding Revisited: Cultural Difference as a (Non) Source of Misunderstanding in ELF Communication  

7. Tiina Räisänen: Finnish Engineers' Trajectories of Socialization into Global Working Life: From Language Learners to BELF Users and the Emergence of A Finnish Way of Speaking English      

8. Eric Henry: The Local Purposes of a Global Language: English as Intracultural Communicative Medium in China              

Part III: Commentary

John O'Regan: Intercultural Communication and the Possibility of English as a Lingua Franca

Teaching Intercultural Competence Across the Age Range 《跨年龄段跨文化能力教学》

主编： Manuela Wagner, Dorie Conlon Perugini, Michael Byram

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简介：This ground-breaking book is the first to describe in detail how teachers, supported by university educators and education advisers, might plan and implement innovative ideas based on sound theoretical foundations. Focusing on the teaching and learning of intercultural communicative competence in foreign language classrooms in the USA, the authors describe a collaborative project in which graduate students and teachers planned, implemented and reported on units which integrated intercultural competence in a systematic way in classrooms ranging from elementary to university level. The authors are clear and honest about what worked and what didn’t, both in their classrooms and during the process of collaboration. This book will be required reading for both scholars and teachers interested in applying academic theory in the classroom, and in the teaching of intercultural competence.

目录

1. Manuela Wagner, Dorie Conlon Perugini and Michael Byram: Introduction

2. Patty Silvey and Silke Gräfnitz: Houses Around the World (4th grade)

3. Dorie Conlon Perugini: Discovering Modes of Transportation (4th grade)

4. Philip Rohrer and Lauren Kagan: Using the Five Senses to Explore Cities (6th grade)

5. Jean Despoteris and Komo Ananda: Intercultural Competence: Reflecting on Daily Routines (8th grade)

6. Deanne Wallace and Jocelyn Tamborello-Noble: Diverse Perspectives of the Immigrant Experience (10th and 11th grade)

7. Chelsea Connery and Sarah Lindstrom: Beauty and Aesthetics (11th and 12th grade)

8. Manuela Wagner and Niko Tracksdorf: IC Online: Fostering the Development of Intercultural Competence in Virtual Language Classrooms (University students)

9. Lauren Rommal and Michael Byram: Becoming Interculturally Competent Through Study and Experience Abroad (Teachers)

10. Rita Oleksak, Manuela Wagner, Dorie Conlon Perugini and Michael Byram: Conclusion

Appendix

From Principles to Practice in Education for Intercultural Citizenship 《从跨文化公民教育的原则到实践》

主编: Michael Byram, Irina Golubeva, Han Hui, Manuela Wagner

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到货周期9周左右（科普常识：国际物流周期涉及包运货机、海关报关、检疫和国内物流）

简介：The contributors to this volume have collaborated to present their work on introducing competences in intercultural communication and citizenship into foreign language education. The book examines how learners and teachers think about citizenship and interculturality, and shows how teachers and researchers from primary to university education can work together across continents to develop new curricula and pedagogy. This involves the creation of a new theory of intercultural citizenship and a procedure for implementation. The book is written by teacher researchers who aim to help other teachers, and concludes with reflections on the lessons they have learnt which will help others to implement these ideas in their own practice. The book is essential reading for foreign language educators and researchers, students in pre-service teacher training and teachers in in-service training.

目录

Introduction

Section I: Orientations to English Language Inclusion

Chapter 1: Why Must I Do This? The Drawbacks, Benefits and Challenges with EL Inclusion and the Impetus for General Educator Preparation in EL Inclusion.

Chapter 2: I Just Want to Teach Math! Language is a Foundation for all Content Areas.

Chapter 3: A Framework for General Educator Development in EL Instruction.

Section II: Models of English Language Inclusion

Chapter 4: Models: Sheltered Instruction Observation Protocol (SIOP) Model.

Chapter 5: Models: Cognitive Academic Language Learning Approach (CALLA).

Chapter 6: Models: Response to Intervention (RTI).

Chapter 7: Models: Specially Designed Academic Instruction in English (SDAIE).

Chapter 8: Models: Center for Research on Education, Diversity & Excellence (CREDE) Standards and the Expediting Comprehension for English Language Learners (ExC-ELL).

Chapter 9: Models: Content and Language Integrated Learning (CLiL) and Content-Based Language Learning through Technology (CoBaLTT) Models.

Chapter 10: The "Winner": Which Model Should Be Chosen?

Appendices

Glossary

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