Vše

Co hledáte?

Vše
Projekty
Výsledky výzkumu
Subjekty

Rychlé hledání

  • Projekty podpořené TA ČR
  • Významné projekty
  • Projekty s nejvyšší státní podporou
  • Aktuálně běžící projekty

Chytré vyhledávání

  • Takto najdu konkrétní +slovo
  • Takto z výsledků -slovo zcela vynechám
  • “Takto můžu najít celou frázi”

Identifikátory výsledku

  • Kód výsledku v IS VaVaI

    <a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F49777513%3A23420%2F21%3A43961721" target="_blank" >RIV/49777513:23420/21:43961721 - isvavai.cz</a>

  • Výsledek na webu

  • DOI - Digital Object Identifier

Alternativní jazyky

  • Jazyk výsledku

    angličtina

  • Název v původním jazyce

    Introduction

  • Popis výsledku v původním jazyce

    Introduction: This book proposes new ways that literature, and more generally culture, can be used to educate future teachers of English as a second language. Many second-language teacher education (SLTE) program curricula incorporate cultural studies, particularly literature, as part of pre-service second-language teacher education, and yet often there is little or no theoretical or empirical validation for the way in which this is taught (although there are historical reasons). Because social prestige continues to accrue to literature, the subject still occupies a large amount of curricular space, but in a manner that emphasizes nation-based survey knowledge with scant reference to what will be relevant to language teachers. We agree that literature is a valuable component in to such curricula, but we also think that the way it is used there should be fundamentally transformed. In this book we thus offer a new model for using literature as part of pre-service second-language teacher education, one that draws on ideas of intercultural communication that have gained widespread support at university level, yet have not affected literature/cultural curricula. Our approach foregrounds transactions across cultures and languages, utilizing in the process not only the instructors’ untapped expertise in negotiating cultural differences, but also students’ knowledge of their own culture, now in a transactional and transnational context. Thus teacher learners study models of agency that will enable them not only to negotiate encounters with other cultures, but apply this language and culture pedagogy to their own work with language learners.

  • Název v anglickém jazyce

    Introduction

  • Popis výsledku anglicky

    Introduction: This book proposes new ways that literature, and more generally culture, can be used to educate future teachers of English as a second language. Many second-language teacher education (SLTE) program curricula incorporate cultural studies, particularly literature, as part of pre-service second-language teacher education, and yet often there is little or no theoretical or empirical validation for the way in which this is taught (although there are historical reasons). Because social prestige continues to accrue to literature, the subject still occupies a large amount of curricular space, but in a manner that emphasizes nation-based survey knowledge with scant reference to what will be relevant to language teachers. We agree that literature is a valuable component in to such curricula, but we also think that the way it is used there should be fundamentally transformed. In this book we thus offer a new model for using literature as part of pre-service second-language teacher education, one that draws on ideas of intercultural communication that have gained widespread support at university level, yet have not affected literature/cultural curricula. Our approach foregrounds transactions across cultures and languages, utilizing in the process not only the instructors’ untapped expertise in negotiating cultural differences, but also students’ knowledge of their own culture, now in a transactional and transnational context. Thus teacher learners study models of agency that will enable them not only to negotiate encounters with other cultures, but apply this language and culture pedagogy to their own work with language learners.

Klasifikace

  • Druh

    C - Kapitola v odborné knize

  • CEP obor

  • OECD FORD obor

    60201 - General language studies

Návaznosti výsledku

  • Projekt

  • Návaznosti

    V - Vyzkumna aktivita podporovana z jinych verejnych zdroju

Ostatní

  • Rok uplatnění

    2021

  • Kód důvěrnosti údajů

    S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Údaje specifické pro druh výsledku

  • Název knihy nebo sborníku

    Anglophone Literature in Second-Language Teacher Education Curriculum Innovation through Intercultural Communication

  • ISBN

    978-0-367-25652-4

  • Počet stran výsledku

    23

  • Strana od-do

    1-23

  • Počet stran knihy

    206

  • Název nakladatele

    Routledge

  • Místo vydání

    Londýn

  • Kód UT WoS kapitoly