External
Reading With My Eyes Open: Embracing the Critical and the Personal in Language Pedagogy (Quist)
- Author
- Gerdi Quist
- Publisher
- University College London
- Source
- LibreTexts
- License
- CC BY
- Language
- EN
- Category
- Basic Sciences
Contents· 91 sections
- 01: Tensions Between the Old and the New- The Influence of Educational Ideologies on Language Teaching
- 1: Introduction
- 2: The Position of Language Teaching at University
- 3: Classical Liberalism Versus Instrumentalism
- 4: The Liberal Tradition
- 5: The Instrumental Paradigm
- 6: A Re-accentuation of Elements of the Liberal Approach
- 7: Problematising Intellectual Engagement
- 8: Conclusion
- 02: Culture Pedagogy- Some Theoretical Considerations
- 1: Introduction
- 2: Teaching Culture
- 1: Views of Culture
- 2: Knowledge in Culture Pedagogy: Examples of Dutch Textbooks
- 3: Critique of the Nationally-Based Knowledge Dimension
- 4: The Common European Framework
- 5: Criticality and Culture: My Own Considerations
- 6: Cultural Studies: Context
- 7: Overview of Ideas of Cultural Studies in Culture Pedagogy
- 3: Language in Relation to Culture
- 1: Orientations Towards Language
- 2: Traditional and Linguistic-Oriented Approaches
- 4: Social and Cultural Views of Language
- 1: Hymes Theory of Communicative Competence
- 2: Sapir-Whorf
- 3: Critical Language Awareness
- 4: Discourse and Power
- 5: Relationship Language and Culture: Generic and Differential
- 6: Dutch Articulation
- 5: Summary and Conclusion
- 03: Being Intercultural Through Texts- The Student as Text Ethnographer
- 1: Introduction
- 2: Intercultural Communication in Language Teaching
- 1: Ideas and Practices
- 2: Three Views of the Study of Intercultural Communication
- 3: Significance of Boundary Crossing Model for Language Teaching
- 4: Dilemmas of Intercultural Communication in the Language Classroom
- 5: Towards a New Conceptualisation of Interculturality in the Language Classroom
- 6: Ethnography as a Method of Being Intercultural
- 7: Text Ethnography
- 3: Texts
- 1: Ways That Text Has Been Conceptualised
- 2: Being Intercultural Through Texts: Dialogism and Addressivity
- 3: Cultuurtekst as Discourse and Representation
- 4: Mapping Discourses
- 5: Implications for Teaching
- 6: Personal Lived Experience
- 7: Being Intercultural Through Text: Reading as a Text Ethnographer
- 4: Summary and Conclusion
- 04: Context of Teaching and Research
- 01: Introduction
- 02: Background to the Study
- 03: Research Challenge
- 04: Methodology and Messiness
- 05: The Concepts which Informed the Study
- 06: Distinctiveness of the Course
- 07: Overview of the Syllabus
- 08: The Lessons
- 09: Framework and How it Relates to the Two Classes
- 10: The Text and My Analysis
- 11: Dutch Articulation
- 12: Using the Framework in the Classroom
- 13: The Students
- 14: Conclusion
- 05: Tensions in the Classroom
- 1: Introduction
- 2: Lesson 1: Text as Text
- 1: The Progress of Lesson 1
- 2: Discussing Text Content
- 3: Discussing Text Function
- 4: Discussing Text Structure
- 5: Conclusion Lesson 1
- 3: Lesson 2: Cultuurtekst
- 1: The Progress of Lesson 2
- 2: Role of the Dutch Students: Towards an Understanding of the Socio-cultural Context
- 3: Reading from Inside or Outside Perspectives
- 4: Lifeworld Knowledge: Being an Intercultural Reader
- 5: Dutch Articulations
- 4: Conclusion
- 06: Conclusion- Embracing Tensions
- 1: Introduction
- 2: The Student Interviews
- 3: The Research Findings
- 1: Introduction
- 2: From Text to Cultuurtekst: Different Ways of Being Critical
- 3: Being a Text Ethnographer and Intercultural Communication
- 4: Dutch Articulation: The National Dilemma
- 5: Conclusion: Tensions Ambiguities and Incompatibilities
- 6: Pedagogical Implications
- 7: Towards a Theory of the Personal and the Critical: Embracing Incompatibilities
- Introduction