References of "Byram, Michael 50009112"
     in
Bookmark and Share    
Full Text
Peer Reviewed
See detailAre Researchers in Europe European Researchers? A Study of Doctoral Researchers at the University of Luxembourg.
Hu, Adelheid UL; Byram, Michael UL; Rahman, Mizanur

in Studies in Higher Education (2017)

Detailed reference viewed: 105 (14 UL)
Full Text
Peer Reviewed
See detailDeveloping intercultural citizenship education in the language classroom and beyond
Byram, Michael UL; Porto, Melina

in Argentinian Journal of Applied Linguistics (2015), 3(2), 9-29

In this article we argue that the aims and objectives of foreign language teaching can and should be combined with those of education for citizenship. We call this intercultural citizenship, which others ... [more ▼]

In this article we argue that the aims and objectives of foreign language teaching can and should be combined with those of education for citizenship. We call this intercultural citizenship, which others refer to as world, global or cosmopolitan citizenship. We begin by explaining the purposes of foreign language teaching and then introduce the notion of criticality in education systems. We also analyse the notion of education for citizenship and focus upon its potential for encouraging learners to identify with groups of people taking action beyond the limits of the state and its boundaries. Finally, we illustrate intercultural citizenship in practice. [less ▲]

Detailed reference viewed: 126 (3 UL)
Peer Reviewed
See detailLanguages and other priorities in the Leathes Report to the British Government (1918)
Byram, Michael UL

in Reinfried, Marcus (Ed.) Français, anglais et allemand : trois langues rivales entre 1850 et 1945 (2015)

Detailed reference viewed: 64 (3 UL)
Full Text
See detailDeveloping intercultural competence through education
Byram, Michael UL; Barrett, Martyn; Lázár, Ildikó et al

Book published by Council of Europe Publishing (2014)

This is the third book in the Pestalozzi series. The first, Teacher education for change, dealt with the underlying philosophy of the Pestalozzi Programme and its approach to education in general and ... [more ▼]

This is the third book in the Pestalozzi series. The first, Teacher education for change, dealt with the underlying philosophy of the Pestalozzi Programme and its approach to education in general and teacher education in particular. The second Intercultural competence for all, looked at the various implications of promoting the development of intercultural competence as a main concern of mainstream education. This work takes a step further towards the full integration of intercultural competences as a key element within the education system. It aims at offering an educational rationale and conceptual framework for the development of intercultural competence, as well as a clear description of its constitutive elements to be developed in and through education. [less ▲]

Detailed reference viewed: 564 (3 UL)
Peer Reviewed
See detailCompetence, Interaction and Action: Developing Intercultural Citizenship Education in the Language Classroom and Beyond
Byram, Michael UL

in Xiaodong, Dai; Guo-Ming, Chen (Eds.) Intercultural Communication Competence: Conceptualization and its Development in Cultural Contexts and Interactions (2014)

Detailed reference viewed: 123 (5 UL)
Full Text
Peer Reviewed
See detail25 years on - from cultural studies to intercultural citizenship
Byram, Michael UL

in Language, Culture and Curriculum (2014), 27(3), 209-225

Detailed reference viewed: 81 (5 UL)
Peer Reviewed
See detailIdentifications through languages
Byram, Michael UL

in Régis, Machart (Ed.) Intersecting Identities and Interculturality Discourse and Practice (2013)

Detailed reference viewed: 26 (2 UL)
Full Text
Peer Reviewed
See detailLanguage and intercultural education: an interview with Michael Byram
Byram, Michael UL; Porto, Melina

in Pedagogies: An International Journal (2013)

This article reports an interview with Michael Byram, Professor Emeritus, University of Durham in the United Kingdom, during his visit to Argentina in September 2011. Michael Byram is one of the main ... [more ▼]

This article reports an interview with Michael Byram, Professor Emeritus, University of Durham in the United Kingdom, during his visit to Argentina in September 2011. Michael Byram is one of the main international referents in intercultural education. The interview addresses issues such as language education, intercultural and citizenship education, education in general, formal schooling, critical pedagogies, political and economic factors involved in education, teacher education and research in education, among others. Even though Byram specializes in foreign language education and focuses upon language education in particular at certain moments in the interview, the connection with other subjects in the school curriculum surfaces at all times, as does the connection with general aspects of education, which are relevant to all the actors involved in this field. This interview is framed within current understandings of the cultural dimension of language education and education in general. In order to introduce the reader to this framework, the article first addresses the connection between language and culture in a historical perspective, which makes Byram’s work relevant to all educators (not only language educators). It goes on to provide an outline of Byram’s model of intercultural competence for the description of cultural understanding. Topics of general interest emerge such as the role of emotion, affect and imagination in education as well as the interconnection among culture, language, imagination and literature – something that Byram and his colleagues have put forth. The discussion is permeated by identity issues which are involved in the learning and teaching of any language, and in the learning and teaching, in a given language, of any discipline. The centrality of language in education becomes manifest, and consequently the relevance of Byram’s work to all the actors involved in education in one way or another. Throughout the political and ideological dimensions of education are touched upon, along with a discussion of the pedagogical implications of the various theoretical considerations addressed in the article [less ▲]

Detailed reference viewed: 86 (1 UL)
Peer Reviewed
See detailInterculturalism, Multiculturalism and language issues and policies
Byram, Michael UL; Maria del Carmen, Mendez Garcia

in Barrett, Martyn (Ed.) Interculturalism and multiculturalism: similarities and differences (2013)

Detailed reference viewed: 64 (2 UL)
Full Text
Peer Reviewed
See detailThe Development of Intercultural Citizenship in the Elementary School Spanish Classroom
Byram, Michael UL; Perugini, Dorie Conlon; Wagner, Manuela

in Learning Languages Contents (2013), 18(1), 16-31

Detailed reference viewed: 29 (1 UL)
Peer Reviewed
See detailIntercultural competence
Byram, Michael UL; Masuhara, Hitomi

in Tomlinson, Brian (Ed.) Applied Linguistics and Materials Development (2013)

Detailed reference viewed: 106 (0 UL)
Full Text
Peer Reviewed
See detailForeign language teaching and intercultural citizenship
Byram, Michael UL

in Iranian Journal of Language Teaching Research (2013), 1(3), 53-62

In the ‘cultural turn’ which has taken place in recent decades – in theory if not yet in practice – the crucial question is ‘What should a language teacher’s aims be?’ This will be the main focus of this ... [more ▼]

In the ‘cultural turn’ which has taken place in recent decades – in theory if not yet in practice – the crucial question is ‘What should a language teacher’s aims be?’ This will be the main focus of this paper. There are however other questions which are frequently raised in the new context, questions about the relationships among ‘language’, ‘identity’ and ‘culture’. If language learning influences identity or even creates new identities, should this be one of the aims of teaching? At the same time it is important to place foreign language teaching in the wider context of all language teaching: national languages, heritage languages, and minority languages. I will attempt to take these other factors into account while addressing the main issue of teaching aims. Teachers’ aims should be both functional and educational. Language teaching of all kinds – but my main concern will be foreign language teaching as practiced in general education – should develop competence for communication and interaction whilst stimulating critical thinking and action in the world. In order to illustrate this, I will turn to some recent work which realises new theory in practice and combines the aims of language education and education for citizenship in the concept of intercultural citizenship. [less ▲]

Detailed reference viewed: 52 (1 UL)
Peer Reviewed
See detailSprachenpolitik zwischen Theorie und Praxis
Byram, Michael UL

in Gombos, Georg (Ed.) Mehrsprachigkeit grenzüberschreitend. Modelle, Konzepte, Erfahrungen (2013)

Detailed reference viewed: 22 (2 UL)
Full Text
Peer Reviewed
See detailTeaching Communicative and Intercultural Competence
Byram, Michael UL

in Lend: Lingua e nuova didattica (2013), XLII(2), 34-43

Detailed reference viewed: 64 (1 UL)
Peer Reviewed
See detailDe la formation en langues étrangères à l'éducation à la citoyenneté interculturelle
Byram, Michael UL

in Beacco, Jean-Claude (Ed.) Éthique et politique en didactigue des langues (2013)

Detailed reference viewed: 71 (2 UL)
Full Text
Peer Reviewed
See detailLanguage teaching and its contexts
Byram, Michael UL

in Iranian Journal of Language Teaching Research (2013), 1(1), 1-26

The title of this new journal provides opportunity to review the many contexts which need to be taken into account in reflecting upon foreign language teaching. These contexts include the educational, the ... [more ▼]

The title of this new journal provides opportunity to review the many contexts which need to be taken into account in reflecting upon foreign language teaching. These contexts include the educational, the fact that much language teaching takes place within general educational and often compulsory educational settings and institutions. Learners thus encounter foreign languages alongside other languages – their language of the home, the official language of the country, languages of minorities and others – and this needs to be part of the thinking about learning and teaching. Furthermore, since language is the tool for learning throughout life and especially in educational institutions, where the languages of other subjects are languages in themselves which learners have to learn if they are to be successful in education, teachers of all subjects need to be aware of language as the tool of learning. Yet another issue is the relationship of language teaching with citizenship education and the development of ‘intercultural citizenship’. The title of the journal also refers to ‘research’ and here too there is potential for reflection on the modes and paradigms of research which are relevant to investigating language teaching and learning. Distinctions of quantitative and qualitative research are misleading and need to be reviewed. The higher order distinctions are between research which seeks explanation, that which seeks understanding and that which involves advocacy. [less ▲]

Detailed reference viewed: 38 (1 UL)
Peer Reviewed
See detailCitizenship Education
Byram, Michael UL

in THE ENCYCLOPEDIA OF APPLIED LINGUISTICS (2013)

Detailed reference viewed: 27 (0 UL)
Full Text
Peer Reviewed
See detailIntercultural communicative competence in foreign language education: questions of theory, practice and research
Byram, Michael UL; Holmes, Prue; Savvides, Nicola

in The Language Learning Journal (2013), 41(3), 251-253

Language teaching and learning has undergone a ‘cultural turn’ since the emergence of ‘the Communicative Approach’ and ‘Communicative Language Teaching’ in the 1970s. The earlier study of language, which ... [more ▼]

Language teaching and learning has undergone a ‘cultural turn’ since the emergence of ‘the Communicative Approach’ and ‘Communicative Language Teaching’ in the 1970s. The earlier study of language, which involved the study of literary and other texts, had neglected the need for ‘communicative competence’— the ability to use language in socially appropriate ways, often operationalised as ‘politeness’. However, perhaps as a consequence of globalisation, new technologies, and mass economic and refugee migration, it has become clear that communicative language teaching too, with its focus on sociolinguistic appropriateness and politeness, is inadequate to the task of teaching for communication. This new social context requires consideration of the ways in which people of different languages — including language learners themselves — think and act, and how this might impact on successful communication and interaction. The ‘cultural turn’ – the introduction of ‘intercultural competence’ to complement ‘communicative competence’ – has further refined the notion of what it is to be competent for communication with speakers of different languages. Teachers and learners now need to be ‘aware’ of other people’s ‘cultures’ as well as their own, and therefore, the term ‘intercultural (communicative) competence’ has emerged, along with other terms such as ‘cultural awareness’ and ‘transnational competence’. [less ▲]

Detailed reference viewed: 93 (2 UL)
See detailPlurilingual and intercultural education: Introduction to a special issue of L1-Educational studies in Language and literature
Byram, Michael UL; Fleming, Michael Z.; Pieper, Irene

Book published by http://www.l1research.org/ (2013)

Detailed reference viewed: 40 (2 UL)
Peer Reviewed
See detailCultural Awareness in Multilingual Education
Byram, Michael UL

in The Encyclopedia of Applied Linguistics (2012)

“Cultural awareness,” as a quick Internet search will show, is a widely used phrase and consequently has no single precise meaning. It is used to refer to awareness of diversity within a society and among ... [more ▼]

“Cultural awareness,” as a quick Internet search will show, is a widely used phrase and consequently has no single precise meaning. It is used to refer to awareness of diversity within a society and among societies. It is often associated with “training,” involving specific activities which draw attention to diversity and encourage and deliberately develop positive attitudes and understanding. Such training is directed at adults in their professional and working lives. It is linked through this to “intercultural competence” which is based in part on heightened cultural awareness and which is itself fundamental to “intercultural communication.” This field of activity and study is well enough established to have spawned “handbooks” (e.g., Straub, Weidemann, & Weidemann, 2007; Deardorff, 2009) and many textbooks (e.g., Holliday, Hyde, & Kullman, 2004; Jandt, 2004; Chen & Starosta, 2005). [less ▲]

Detailed reference viewed: 61 (0 UL)