By Karen Risager
This booklet offers a brand new view of what it capacity to educate language and tradition in a globalised international characterized through transnational flows of individuals, commodities and ideas. It includes a severe research of the nationwide culture of tradition educating as a facet of overseas language educating and proposes a transnational framework for language and tradition pedagogy, aiming on the schooling of global electorate.
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Extra resources for Language And Culture Pedagogy: From a National to a Transnational Paradigm (Languages for Intercultural Communication and Education)
It comprises a description, in normally written text, of an intercultural encounter that creates confusion or animosity between the parties involved (a ‘critical incident’). The student then has to choose between four apparently plausible explanations of why the difficulty arose, and is finally told what the correct answer is. • Micrologue: the reading aloud by the teacher of a ‘culturally valid text’ (Morain, 1983: 404). The students listen, talk about the text, retell it, and write it down as a dictation exercise.
1 American culture pedagogy has particularly focused on ‘culture with a little c’, starting with such people as Brooks, mentioned in Chapter 2. qxd 18/01/2007 08:50 Page 41 The 1970s: Knowledge of Society 41 Culture, which has had a major influence and which I will deal with in the next section. In 1975, the anthology The Cultural Revolution in Foreign Language Teaching (Lafayette, 1975) appeared. It was a critical publication which drew attention to ethnic and gender differences in the USA and in the foreign-language classroom (Strasheim, 1975).
The children take the frogs home to their family and play with them, and after a while they let the frogs loose again. The frogs call a meeting of all the other frogs to tell them about their experiences with the two children. 17 Only then does the book switch to a more traditional description of the everyday life of a wealthy Parisian businessman (although in a special dialogue form where an omniscient narrator/commentator talks to the main character – almost as when an adult reader reads out loud for a child and ‘plays along’ in the action together with the child).