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Doelstelling: Nagaan in welke mate de oefeningen in handboeken Engels verschillend zijn (meer of minder communicatief) in de verschillende onderwijsniveaus (ASO,TSO,BSO). Middelen of methode: Voor elk onderwijsniveau zal één handboek bestuudeerd worden. Elke oefening wordt in een categorie ondergebracht (structureel/grammatica, pre-communicatief of communicatief).Het aantal oefeningen zal per categorie opgeteld worden en op basis van die som zal beslist worden of het boek eerder een structurele of eerder een communicatieve visie op taalverwerving reflecteert. Resultaten: In totaal zijn 23,38% van de oefeningen uit de hanboeken communicatief of pre-communicatief. Bij Spark 2 (ASO) zijn dat er 26,97%, bij Contact-T3 (TSO) 26,53% en bij Backbone 2 (BSO) 17,30%. Dit betekent dat de hypothese voorgesteld in de thesis niet klopt. Daarin werd namelijk verondersteld dat in handboeken voor TSO en BSO meer communicatieve oefeningen zouden zijn opgenomen dan in handboeken voor ASO.

Communicative Approach. --- Communicative Language Teaching. --- Course books. --- English Language Teaching. --- Exercise types.

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This open access book presents an account of five teacher educators who, over a two-year period, undertook a research project with five teachers of languages other than English in pre-secondary schools in New Zealand. Their collaborative aim was to develop students’ intercultural capability in the context of learning a new language. The school participants were typical of many in New Zealand’s pre-secondary sector; the teachers had limited language-teaching experience and limited prior knowledge of how to develop the intercultural dimension in their language classrooms, and the students were largely at the beginning stages of learning a new language. The book discusses the findings obtained using a range of data collection methods, including classroom observations, reflective interviews with teachers, and focus groups with students. It documents instances of breakthrough and growth for teachers and students and reveals the problems and tensions. Lastly, it reflects on the lessons learned in the course of this project and speculates on the roles that teacher education needs to play if the goal of intercultural capability is to be better achieved in language classrooms, both in New Zealand and internationally. Of interest to a wide range of stakeholders in the area of education, the book allows readers to gain an understanding of the opportunities of working with teachers through an action–research model, alongside the challenges that this brings and ways in which intercultural capability may be strengthened.

Ensenyament de la llengua --- Educació intercultural --- Nova Zelanda --- Atenció a la diversitat --- Diversitat (Educació) --- Educació en la diversitat --- Educació interètnica --- Educació multicultural --- Educació pluricultural --- Interculturalisme --- Pedagogia intercultural --- Aculturació --- Relacions racials --- Educació per a la pau --- Ensenyament multilingüe --- Interdisciplinarietat en l'ensenyament --- Relacions ètniques --- Ensenyament --- Ensenyament de llengües estrangeres --- New Zealand --- Nouvelle-Zélande --- Nueva Zelanda --- Aotearoa --- Oceania --- Australàsia --- Communicative Language Teaching --- Language Education in New Zealand --- Language Education Curriculum --- Intercultural Skills --- Intercultural Language Pedagogy --- New Zealand Schools