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dc.contributor.authorHohenstein, Christiane-
dc.contributor.authorKonstantinidou, Liana-
dc.contributor.authorOpacic, Aleksandra-
dc.date.accessioned2021-06-11T13:35:19Z-
dc.date.available2021-06-11T13:35:19Z-
dc.date.issued2021-
dc.identifier.isbn978-1-80079-171-8de_CH
dc.identifier.urihttps://digitalcollection.zhaw.ch/handle/11475/22642-
dc.description.abstractIn 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.de_CH
dc.language.isoende_CH
dc.publisherPeter Langde_CH
dc.relation.ispartofRethinking Intercultural Competence: Theoretical Challenges and Practical Issuesde_CH
dc.relation.ispartofseriesIntercultural Studies and Foreign Language Learningde_CH
dc.rightsLicence according to publishing contractde_CH
dc.subjectIntercultural comptetencede_CH
dc.subjectIntercultural learningde_CH
dc.subject.ddc418.0071: Sprachdidaktikde_CH
dc.titleRethinking intercultural competence in foreign and second language classrooms for adult migrant learnersde_CH
dc.typeBuchbeitragde_CH
dcterms.typeTextde_CH
zhaw.departementAngewandte Linguistikde_CH
zhaw.organisationalunitInstitute of Language Competence (ILC)de_CH
zhaw.publisher.placeOxfordde_CH
dc.identifier.doi10.3726/b17950de_CH
zhaw.funding.euNode_CH
zhaw.originated.zhawYesde_CH
zhaw.pages.end196de_CH
zhaw.pages.start179de_CH
zhaw.parentwork.editorHarden, Theo-
zhaw.parentwork.editorWitte, Arnd-
zhaw.publication.statuspublishedVersionde_CH
zhaw.series.number22de_CH
zhaw.publication.reviewPeer review (Publikation)de_CH
zhaw.webfeedDeutsch als Fremd-/Zweitsprachede_CH
zhaw.webfeedInterkulturalität und Sprachdiversitätde_CH
zhaw.funding.zhawGender und Diversität im DaZ-Unterrichtde_CH
zhaw.author.additionalNode_CH
zhaw.display.portraitYesde_CH
Appears in collections:Publikationen Angewandte Linguistik

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