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This edited volume explores the educational significance of intercultural experience. It offers a broader conception of interculturality than commonly found in the area of foreign language teaching. Contributors represent a diverse range of academic and professional interests. The aim of the book is to encourage dialogue and interchange across this range, and beyond, to stimulate thinking about the educational value of intercultural experience.

Multicultural education --- International education --- #KVHA:Interculturele communicatie --- Foreign Language Teaching. --- Intercultural Communication. --- intercultural competence. --- intercultural education. --- interculturality.

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This book presents a new and comprehensive framework for the analysis of representations of culture, society and the world in textbooks for foreign and second language learning. The framework is transferable to other kinds of learning materials and to other subjects. The framework distinguishes between five approaches: national studies, citizenship education studies, cultural studies, postcolonial studies and transnational studies. In a series of concrete analyses, the book illustrates how one can describe and uncover representations of the world in textbooks for English, German, French, Spanish, Danish and Esperanto. Each analysis is accompanied by suggestions of possible supplements and changes. The book points to the need for language learning materials to deal seriously with knowledge about the world, including its diversities and problems.

Cultural pluralism in textbooks. --- Kulturkontakt. --- Language and culture. --- Language and languages --- Multicultural education. --- Pluralistische Gesellschaft. --- Sprachlehrbuch. --- Weltbild. --- Textbooks --- Evaluation. --- Sociolinguistics --- Language teaching materials. --- Textbook analysis. --- critical cultural awareness. --- culture in language learning. --- intercultural competence. --- language learning materials. --- national stereotypes.

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This Open Access book examines the link between intercultural competence (IC) and pragmatics by asking frontline modern foreign language teachers in higher education teaching a variety of languages (e.g., Dutch, English, French, German, Italian, Spanish, Swedish) how they conceptualise intercultural competence and which skills, competences and knowledge they consider important in their teaching contexts. The data were collected with an online survey that focused on the relationship between intercultural competence and pragmatics. While international organizations such as the United Nations Educational, Scientific and Cultural Organization (UNESCO) or the Council of Europe (CoE) agree that intercultural competence should play an important role in education, it is not always clear what IC may encompass in specific teaching contexts and subject areas. Examining how modern foreign language teachers in higher education conceptualise intercultural competence and the value they attach as well as the attention they give to various areas of pragmatics in their teaching is highly important, since those language professionals may be the final teachers learners encounter during their formal foreign language education. They are therefore in a unique position to shape modern foreign language learners’ intercultural and pragmatic awareness, competence and skills. This book will be of interest to language professionals, modern foreign language teachers and teacher trainers, as well as students and scholars of applied linguistics, pragmatics, and language education. Gila A. Schauer is Professor of English and Applied Linguistics at the University of Erfurt, Germany. She has been researching aspects of intercultural and pragmatic competence for more than 20 years, beginning with her MA and PhD dissertations on cross-cultural and interlanguage pragmatics, then exploring cross-cultural (im)politeness perceptions, young learners and L2 pragmatics, as well as foreign language teachers' views and conceptualisations of intercultural competence. She was Director of the EAP/Study Skills Programme at Lancaster University from 2005 to 2010 and Director of the Language Centre at the University of Erfurt from 2012 to 2014. .

Intercultural teaching --- Intercultural competence --- Intercultural education --- Pragmatics. --- Intercultural communication. --- Language and languages --- Education, Higher. --- Intercultural Communication. --- International and Intercultural communication. --- Language Teaching and Learning. --- Higher Education. --- Study and teaching.

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Despite widespread agreement about the need to develop interculturally competent graduates, there is a lack of agreement about how this goal may be achieved in practice. This is significant as universities around the world, particularly in English-speaking countries, have espoused an interculturally-aware vision for their future graduates and turned to language education, as an inherently intercultural activity, to expose students to a world which is linguistically and culturally different from their own. This book focuses on narrowing the gap between the often conflicting theoretical and practical imperatives faced by language teachers in an internationalised higher education context. It does so by providing comprehensive conceptual discussions of emerging critical intercultural language pedagogies as well as empirical accounts and case studies from the frontline.

Language and languages --- Language teachers --- Language and culture --- Culture and language --- Culture --- Foreign languages --- Languages --- Anthropology --- Communication --- Ethnology --- Information theory --- Meaning (Psychology) --- Philology --- Linguistics --- Study and teaching (Higher) --- Training of. --- Study and teaching --- higher education. --- intercultural communication. --- intercultural competence. --- intercultural teaching. --- university.

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In this book the author explores the work and living experiences of Confucius Institute Chinese teachers (CICTs) in the UK, how they interpret and make sense of their sojourning experience, and how this context and the wider globalised social environment have impacted on their understandings and their personal growth. Because of their betwixt and between situation, the CICTs’ stories differ from those of other immigrants, international students and pre-service student teachers, who have been the main focus in L2 identity research. The book offers new insights into the Confucius Institutes (CI) with real life stories from teachers drawn from blogs, interviews and focus groups, drawing attention in the process to weaknesses of the CI programme and offering suggestions for ways forward which will be of interest to both stakeholders and those responsible for future international exchange programmes.

Chinese language --- Language and culture --- Language teachers --- Learning and scholarship --- CI. --- CICT. --- Chinese. --- Confucius Institute Chinese teachers. --- Confucius Institutes. --- Identity. --- Intercultural competence. --- L2 identity research. --- Teachers. --- culture. --- soft power. --- LANGUAGE ARTS & DISCIPLINES / Linguistics / General. --- Sino-Tibetan languages --- Erudition --- Scholarship --- Civilization --- Intellectual life --- Education --- Research --- Scholars --- Teachers --- Culture --- Globalization. --- Study and teaching --- Foreign speakers. --- Cross-cultural studies.