For better or for worse, neither linguistics nor applied linguistics are mandatory in the pre- or in-service education of Australia’s language teachers. It may therefore be serendipitous that a teacher of languages and cultures in an Australian school can access techniques from the domain of applied linguistics to apply to issues arising in the languages classroom. The invitation in this volume to examine the nexus between intercultural language education and applied linguistics has challenged us to examine what may be possible when a simple strategy is employed. In this paper we examine classroom data from a junior secondary school Spanish classroom and superimpose a linguistic frame – the linguistic turn in the linguistic exchange – to examine teacher talk and turn-taking and its relationship with construction of intercultural understanding in students. Building on the work undertaken on the evaluative exchange and turn-taking (Edwards & Westgate 1994), we analyse existing data from one of our studies in the past three years (Moloney & Harbon 2010a). We posit that teacher awareness of the linguistic aspects of classroom discourse can highlight the intercultural negotiation of meaning-making in a foreign language classroom.
Fielding, Ruth, Angelica Galante, Gary J. Bonar, Meihui Wang & Yvonne God
2023. Teaching for intercultural understanding – to what extent do curriculum documents encourage transformative intercultural experiences?. Journal of Multilingual and Multicultural Development► pp. 1 ff.
Fielding, Ruth
2021. A multilingual identity approach to intercultural stance in language learning. The Language Learning Journal 49:4 ► pp. 466 ff.
Fielding, Ruth
2022. Developing a Multilingual Identity Approach to Intercultural Understanding in Languages Education—A Document Analysis of Languages Curriculum in Australia. In Multilingualism, Identity and Interculturality in Education, ► pp. 21 ff.
Fielding, Ruth
2022. Future Directions for Multilingualism, Identity and Interculturality in Education. In Multilingualism, Identity and Interculturality in Education, ► pp. 199 ff.
Hoff, Hild Elisabeth
2019. Fostering the “Intercultural Reader”? An Empirical Study of Socio-Cultural Approaches to EFL Literature. Scandinavian Journal of Educational Research 63:3 ► pp. 443 ff.
Moloney, Robyn, Lesley Harbon & Ruth Fielding
2016. An Interactive, Co-constructed Approach to the Development of Intercultural Understanding in Pre-service Language Teachers. In Intercultural Competence in Education, ► pp. 185 ff.
Moloney, Robyn & Hui Ling Xu
2016. Intercultural Competence in Tertiary Learners of Chinese as a Foreign Language: Analysis of an Innovative Learning Task. In Exploring Innovative Pedagogy in the Teaching and Learning of Chinese as a Foreign Language [Multilingual Education, 15], ► pp. 97 ff.
Moloney, Robyn & Hui Ling Xu
2018. Secondary School Chinese Teaching: Motivating the Adolescent. In Teaching and Learning Chinese in Schools, ► pp. 45 ff.
2013. Providing a bridge to intercultural pedagogy for native speaker teachers of Chinese in Australia. Language, Culture and Curriculum 26:3 ► pp. 213 ff.
This list is based on CrossRef data as of 15 july 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers.
Any errors therein should be reported to them.