Publikationstyp: Buchbeitrag
Art der Begutachtung: Peer review (Publikation)
Titel: Rethinking intercultural competence in foreign and second language classrooms for adult migrant learners
Autor/-in: Hohenstein, Christiane
Konstantinidou, Liana
Opacic, Aleksandra
et. al: No
DOI: 10.3726/b17950
Erschienen in: Rethinking Intercultural Competence: Theoretical Challenges and Practical Issues
Herausgeber/-in des übergeordneten Werkes: Harden, Theo
Witte, Arnd
Seite(n): 179
Seiten bis: 196
Erscheinungsdatum: 2021
Reihe: Intercultural Studies and Foreign Language Learning
Reihenzählung: 22
Verlag / Hrsg. Institution: Peter Lang
Verlag / Hrsg. Institution: Oxford
ISBN: 978-1-80079-171-8
Sprache: Englisch
Schlagwörter: Intercultural comptetence; Intercultural learning
Fachgebiet (DDC): 418.0071: Sprachdidaktik
Zusammenfassung: In foreign and second language teaching, a close relation between language and cultural learning is undisputedly recognised (Altmayer 2010). Intercultural competences, in terms of the ability to relate to a foreign culture, to overcome stereotypes by means of building relationships, and to be willing and capable of stepping back from one’s own cultural perspective are important prerequisites for living in multicultural societies and therefore form objectives of intercultural learning in L2 classrooms (Glaboniat et al. 2005: 103). In the CEFR extension (Council of Europe 2018), mediation and plurilingual/pluricultural competences are explicitly addressed, and linguistic enablement in order to participate in pluralistic democratic societies in Europe has become a recent focus in curricula (Beacco et al. 2016; Council of Europe 2016). In the context of German-speaking Switzerland, as part of a project funded by cantonal authorities, teaching materials were developed that aim to raise adult learners’ awareness of pluralistic societal relationships and promote intercultural competence. The materials support a positive attitude in dealing with diversity, and at the same time they offer refugees and migrants opportunities to participate in and to shape the discourse on diversity in the host society. The materials were tested in various language courses and disseminated in teacher training workshops. In the current paper, experiences and reflections on intercultural competence as a goal in the L2 classroom with adults will be discussed in relation to these teaching materials.
Volltext Version: Publizierte Version
Lizenz (gemäss Verlagsvertrag): Lizenz gemäss Verlagsvertrag
Departement: Angewandte Linguistik
Organisationseinheit: Institute of Language Competence (ILC)
Publiziert im Rahmen des ZHAW-Projekts: Gender und Diversität im DaZ-Unterricht
Enthalten in den Sammlungen:Publikationen Angewandte Linguistik

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