- We will send in 10–14 business days.
/images/books/12995829/9783030892128.jpg)
- Author: Scott Smith
- Publisher: Palgrave Macmillan
- ISBN-10: 3030892123
- ISBN-13: 9783030892128
- Format: 14.8 x 21 x 1.1 cm, kieti viršeliai
- Language: English
- SAVE -10% with code: EXTRA
Reviews
Description
This book reports the results of an ethnographic study, focusing primarily on the experiences of four teachers of the Chinese language in Australian secondary schools. The author creates an audience for their voices as they reflect on their own understandings of culture, language teaching, and culture in language teaching through semi-structured interviews, and compares these reflections with written stimulus dialogues designed to elicit 'culture-in-language' reflections, as well as curriculum and policy documents produced by the Australian government. The book's findings indicate that teachers of the Chinese language are diverse in their views on culture, language teaching, and the ways in which culture can or should inform language teaching, and the author argues that language teacher intercultural competence cannot be assessed through a synthesis of the current English-only research literature. This book will be of interest to teachers and teacher trainers of Chinese as a foreign language, as well as students and scholars of applied linguistics and language education more broadly.
EXTRA 10 % discount with code: EXTRA
The promotion ends in 23d.08:44:10
The discount code is valid when purchasing from 10 €. Discounts do not stack.
- Author: Scott Smith
- Publisher: Palgrave Macmillan
- ISBN-10: 3030892123
- ISBN-13: 9783030892128
- Format: 14.8 x 21 x 1.1 cm, kieti viršeliai
- Language: English English
This book reports the results of an ethnographic study, focusing primarily on the experiences of four teachers of the Chinese language in Australian secondary schools. The author creates an audience for their voices as they reflect on their own understandings of culture, language teaching, and culture in language teaching through semi-structured interviews, and compares these reflections with written stimulus dialogues designed to elicit 'culture-in-language' reflections, as well as curriculum and policy documents produced by the Australian government. The book's findings indicate that teachers of the Chinese language are diverse in their views on culture, language teaching, and the ways in which culture can or should inform language teaching, and the author argues that language teacher intercultural competence cannot be assessed through a synthesis of the current English-only research literature. This book will be of interest to teachers and teacher trainers of Chinese as a foreign language, as well as students and scholars of applied linguistics and language education more broadly.
Reviews