Overview

This volume brings together studies which represent current perspectives on second language learning and teaching in relation to language and culture in intercultural contexts. The authors reflect on and analyse a variety of topics such as the significance of recognizing and valuing heritage speakers in intercultural contexts, the role of multimodal mediation strategies in language teaching materials, and the impact of intercultural variation on language assessment. Their contributions provide a unique lens through which we can view the intricate relationship between language and culture in second language settings where learners of different cultural backgrounds are involved. Overall, the chapters contribute to the ongoing scholarly discourse in the field of applied linguistics and language education in intercultural contexts.

Full Product Details

Author:   Patrick Chardenet ,  Francisco J. Álvarez-Gil ,  Elena Quintana-Toledo ,  Margarita Esther Sánchez Cuervo
Publisher:   Peter Lang AG, Internationaler Verlag der Wissenschaften
Imprint:   Peter Lang AG, Internationaler Verlag der Wissenschaften
Edition:   New edition
Volume:   22
Weight:   0.382kg
ISBN:  

9782875748867

ISBN 10:   2875748866
Pages:   292
Publication Date:   25 November 2024
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Paperback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

Acknowledgements – Francisco J. Álvarez-Gil, Elena Quintana Toledo nd Margarita E. Sánchez Cuervo: Introduction – María José Naranjo Sánchez and Mercedes Rico García: The European Language Framework and Digital Competences for the Development of Interculture Mediation in Foreign Language Tuition for Engineers – I ia Bello Viruega, María del Mar Crespí Ferriol and Miquel Pomar-Amer: Teaching Mediation in Higher Education: A Case Study in the Field of Hotel Management – Giulia Ciaramita: Multimodality as a Mediation Strategy in Foreign Language Textbooks – María Luisa Carrió-Pastor: Intercultural Variation in Formative and Summative Assessment in Teaching English at Higher Education – Andrea Wehrli: Why Shouldn’t We Lose Sight of Heritage Speakers in the Context of Intercultural Perspectives on Language Varieties? – Mª Ángeles Velilla-Sánchez: Localized Practices of Intercultural Communication in EMI Lectures: The Impact of Local Cultural Identity on Academic Meaning-Making Processes – A leksandra Wach, Robertus de Louw and Mikołaj Buczak: The Development of Intercultural Sensitivity through Telecollaboration in Dutch as a Foreign Language – Francisco J. Álvarez-Gil and María Elena Domínguez-Morales: The Use of the Modal Verbs May and Can in Spanish PhD Dissertations and the Effect of Interculturality – Isabel Soto Déniz: The Impact of Intercultural Communicative Competence and Translation Errors in Abstracts of PhD Dissertations: A Comparative Analysis – Renia Lopez-Ozieblo: Gestures with Temporal Markers in Foreign Language Learners of English: Pragmatic Tools Beyond Discourse Coherence Across Cultures – Francisco J. Álvarez-Gil, Elena Quintana Toledo and Margarita E. Sánchez Cuervo: Concluding Remarks.

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Author Information

Dr. Francisco J. Álvarez-Gil is an Associate Professor at the University of Las Palmas de Gran Canaria, specializing in English language and linguistics. His research focuses on specialized English, corpus linguistics, and language teaching at the tertiary level. Dr. Elena Quintana-Toledo is an Associate Professor at the University of Las Palmas de Gran Canaria. Her research interests include English Language Teaching, English for Academic Purposes, English for Specifi c Purposes and pragmatics. Dr. Margarita-Esther Sánchez-Cuervo is an Associate Professor at the University of Las Palmas de Gran Canaria. Her research is mainly devoted to the analysis of corpus linguistics, rhetorical argumentation, and women’s studies.

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