A New Intercultural Curriculum for Literature and Culture in English-Language Teacher Preparation

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F49777513%3A23420%2F21%3A43961722" target="_blank" >RIV/49777513:23420/21:43961722 - isvavai.cz</a>

Výsledek na webu

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DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

A New Intercultural Curriculum for Literature and Culture in English-Language Teacher Preparation

Popis výsledku v původním jazyce

What is the connection between the theoretical discussions presented in this volume and an English-language teacher preparation program? How can these broader theoretical issues be applied in a European higher education institution? This chapter describes the genesis of a part of a second-language teacher education (SLTE) program that uses principles of intercultural communication to restructure the pedagogy of literature and culture. It tells how a curriculum previously organized into historical surveys was transformed into a one that embraces English as an international language, employing more flexible organizational principles in order to respond to the future needs of English-language teachers. The authors of this chapter identified the skills involved in crosscultural communication and asked how these could be developed across the broader range of global anglophone culture. This kind of analysis drew on the team’s training in both ELT methodology and literary criticism, which was then applied to texts that eschewed nationalist narratives and exemplified intercultural exchange. The chapter outlines how syllabi and assessments were transformed, and also how the literature curriculum moved from a knowledge-based approach to the teaching of intercultural awareness, while retaining literature as a central component.

Název v anglickém jazyce

A New Intercultural Curriculum for Literature and Culture in English-Language Teacher Preparation

Popis výsledku anglicky

What is the connection between the theoretical discussions presented in this volume and an English-language teacher preparation program? How can these broader theoretical issues be applied in a European higher education institution? This chapter describes the genesis of a part of a second-language teacher education (SLTE) program that uses principles of intercultural communication to restructure the pedagogy of literature and culture. It tells how a curriculum previously organized into historical surveys was transformed into a one that embraces English as an international language, employing more flexible organizational principles in order to respond to the future needs of English-language teachers. The authors of this chapter identified the skills involved in crosscultural communication and asked how these could be developed across the broader range of global anglophone culture. This kind of analysis drew on the team’s training in both ELT methodology and literary criticism, which was then applied to texts that eschewed nationalist narratives and exemplified intercultural exchange. The chapter outlines how syllabi and assessments were transformed, and also how the literature curriculum moved from a knowledge-based approach to the teaching of intercultural awareness, while retaining literature as a central component.

Druh

C - Kapitola v odborné knize

CEP obor

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OECD FORD obor

50302 - Education, special (to gifted persons, those with learning disabilities)

Projekt

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Návaznosti

V - Vyzkumna aktivita podporovana z jinych verejnych zdroju

Rok uplatnění

2021

Kód důvěrnosti údajů

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

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

11

Strana od-do

190-200

Počet stran knihy

206

Název nakladatele

Routledge

Místo vydání

Londýn

Kód UT WoS kapitoly

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