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M. Byram (2011)
From Foreign Language Education to Education for Intercultural Citizenship, 9
Claire Kramsch (2008)
Language, Thought, and Culture
M. Byram (1997)
Teaching and Assessing Intercultural Communicative Competence
Aleidine Moeller, Kristen Nugent (2014)
Building intercultural competence in the language classroom
R. Ellis, Natsuko Shintani (2013)
Exploring Language Pedagogy through Second Language Acquisition Research
(2004)
The Identification and Assessment of Intercultural Competence as a Student Outcome of International Education at Institutions of Higher Education in the United States. (Unpublished dissertation)
ÿzlem Tuna, Salim Razı (2016)
Integrating Culture into ELT Classes: What, Why, and How?Procedia - Social and Behavioral Sciences, 232
(2008)
From foreign language education to education for intercultural citizenship: Essays and reflections. Clevedon, UK: Multilingual Matters Ltd
(2015)
Integrating ICT in the Language Classroom: An Intercultural Journey
M. Byram (2008)
From Foreign Language Education to Education for Intercultural Citizenship: Essays and ReflectionsStudies in Second Language Acquisition, 31
M. Byram, Bella Gribkova, Hugh Starkey (2002)
Developing the Intercultural Dimension in Language Teaching: a practical introduction for teachers
AbstractTraditionally, foreign language classes provide a systematic presentation and acquisition of knowledge and skills under the guidance and monitoring of a teacher. However, language is unquestionably related to culture. Being competent in a foreign language requires not only possessing the linguistic competence, but also understanding the culture that has defined and shaped it. The process of learning a foreign language involves an awareness of the culture of the target language, as well as the way it relates to one’s own culture. This paper aims, first, to deal with major issues in the foreign language classes related to creating the conditions for students to acquire and develop the skills necessary to cope with the difficulties of the intercultural situations, and second, to determine the culture-related content areas and give practical tips for teachers to employ in preparing their students for the intercultural challenge. It also points to the important role of teachers in conceiving and producing the teaching-learning resources that will enable students to gain the relevant cultural background knowledge and skills, as well as to the benefits of using culture-focused activities along with the grammar-based tasks.
Land Forces Academy Review – de Gruyter
Published: Jun 1, 2018
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