By Emily Berry
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Additional info for A Teacher's Guide to World War One: A History in Documents (Pages from History)
In short, the intercultural language course involves the designing and implementing of tasks which encourage the learner actively and systematically to seek cultural information, which then impacts upon his or her language behaviour. In order to design and implement such a course the ELT professional needs certain types of information and knowledge of certain strategies – for example, the way that language genres serve cultural needs, how language can negotiate cultural identity, and how written, spoken and visual texts can be ‘read’ as messages about cultural affiliation.
Vp 13 August 2003 16:39:00 Color profile: Generic CMYK printer profile Composite Default screen An Intercultural Approach to Second Language Education 29 the study of Shakespearean quotation in popular culture (Drakakis, 1997), to a description of the multiplicities of identity masked by the single term denoting a nation, in this case ‘Scotland’ (Crawford, 1997). The relevance of such topics to the foreign language learner is also explored (Byram, 1997a; Durant, 1997). In her introduction, Bassnett (1997: xiv) paraphrases Williams by asserting that culture is ‘always .
Intercultural L2 learners are both less and more skilled than a monolingual native speaker. They are less skilled in so far as they do not have complete mastery of the L2 language system. Errors have always been judged harshly by L2 teachers, but probably less harshly by those outside the educational system (cf. Loveday, 1981: 147–8). Loveday (1981: 125–75) observes that the criterion for ‘correct’ spoken English for the L2 learner is standard English, which is itself based on a codification of a written variety of the language used by the educated and powerful.
A Teacher's Guide to World War One: A History in Documents (Pages from History) by Emily Berry