NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ982224
Record Type: Journal
Publication Date: 2012
Pages: 15
Abstractor: As Provided
Reference Count: 51
ISBN: N/A
ISSN: ISSN-1467-5986
Intercultural Education and Communication in Second Language Interactions
Baraldi, Claudio
Intercultural Education, v23 n4 p297-311 2012
This article analyses intercultural education outcomes produced in the setting of teaching Italian as a second language (ISL) in an Italian school. Intercultural education is produced in interactions which are based on specific cultural presuppositions, i.e. expectations regarding learning, role hierarchy and evaluation of student performances. Sixteen hours of interactions associated with ISL teaching in a multicultural classroom were audiotaped, transcribed and analysed. The analysis highlights three ways in which cultural diversity becomes meaningful. First, cultural diversity is constructed as one task of learning. Second, cultural diversity is constructed as conflictive interaction. Third, cultural diversity is constructed as a point of departure for positive school performance. These three ways of giving meaning to cultural diversity reveal a prevailing ethnocentric form of ISL teaching, as a consequence of educational presuppositions which do not take the difficulties of intercultural communication seriously. Recently, "dialogue" has been invoked to address ethnocentrism; however, the conditions of effective intercultural dialogue are uncertain. (Contains 2 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Italy