We recently published Developing Intercultural Perspectives on Language Use by Troy McConachy. In this post Troy explains his motivation for writing the book and introduces its main themes.
These days, there is a lot of talk about the need to develop intercultural capabilities within the foreign language classroom. Unfortunately, language teacher training programs rarely focus on culture, and the whole idea can be daunting to many. My main motivation for writing this book was to create a fresh theoretical perspective on the link between language learning and intercultural learning that was transparent not only to applied linguists but also to language teachers. I have aimed to combine theoretical argumentation with fine-grained analysis of classroom interactions to convince teachers that intercultural learning is something achievable within the foreign language classroom.
In the book, I put forward the viewpoint that language classrooms are not simply places where learners ‘acquire’ the ability to map together linguistic forms and meanings, but are places where learners become socialized into particular perspectives on what language is, how it functions in human life, and how it relates to culture. Importantly, classrooms are places where learners develop their ability to engage with language in analytic and reflective ways. I use the notion of ‘intercultural perspective on language use’ to represent a form of intercultural learning by which learners develop sensitivity to the role of cultural norms, assumptions, and values in how meanings are created in spoken interaction.
Although such a form of learning might sound difficult to achieve, I show how teachers can exploit commonplace resources to encourage students to reflect on how communication happens and how they personally engage with communicative resources of the L1 and L2. Language learning materials don’t need to be perfect in order to be meaningful for intercultural learning. Neither do teachers need to be cultural specialists in order to help promote intercultural learning. But they do need the ability to construct questions that help learners analytically and reflectively engage with representations of language and culture and to question what they take for granted, such as what it means to be polite, friendly, empathetic etc. in communication. In this book, I carefully analyse such questioning strategies.
Through this book, I hope to empower both teachers and learners to draw on their own knowledge and experiences as resources for deepening intercultural learning.
Troy McConachy, Centre for Applied Linguistics, University of Warwick, T.McConachy@warwick.ac.uk
For more information about this book please see our website. If you found this interesting, you might also like From Principles to Practice in Education for Intercultural Citizenship edited by Michael Byram, Irina Golubeva, Han Hui and Manuela Wagner.