University of Luxembourg - case study.

in Byram, Mike; Stoicheva, Maria (Eds.) The Doctorate as Experience in Europe and Beyond (2020)

Developing intercultural citizenship education in the language classroom and beyond

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 ▲]

Developing intercultural competence through education

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 ▲]

Competence, Interaction and Action: Developing Intercultural Citizenship Education in the Language Classroom and Beyond

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

Language teaching and its contexts

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 ▲]

Plurilingual and intercultural education: Introduction to a special issue of L1-Educational studies in Language and literature

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

De la formation en langues étrangères à l'éducation à la citoyenneté interculturelle

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

Foreign language teaching and intercultural citizenship

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 ▲]

Intercultural competence

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

Language and intercultural education: an interview with Michael Byram

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 ▲]