Download Language And Culture Pedagogy: From a National to a by Karen Risager PDF

By Karen Risager

This ebook provides a brand new view of what it potential to educate language and tradition in a globalised international characterized by means of transnational flows of individuals, commodities and concepts. It features a serious research of the nationwide culture of tradition educating as a side of international language educating and proposes a transnational framework for language and tradition pedagogy, aiming on the schooling of worldwide voters.

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Extra info for Language And Culture Pedagogy: From a National to a Transnational Paradigm (Languages for Intercultural Communication and Education)

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18 Apelt’s presentation begins in 1886, which was the year when the first Neuphilologentag was held (the first convention for teachers of modern languages). Since the 1880s, there has been a tradition in (especially) German foreign-language teaching for more-or-less systematic instruction in elementary geographical, institutional and social relations in the targetlanguage countries, so-called Landeskunde, specified by some as Realienkunde. This development coincided with the establishment of ‘Realschulen’, with a realia content including foreign languages, especially English.

4. , for example, Haastrup (1988) and Wagner (1999). 5. , 1984). 6. In 1918, a fairly comprehensive government report was published in Great Britain on the necessity of modern studies in the teaching of modern foreign languages (Leathes Report). It stressed among other things that it had become clear during the war how important it was for the population as a whole to have a knowledge of other European countries. 7. ‘The house and the workmen. The parts of the house are: the basement with the cellar, the ground floor, the upper floors and the attic, which is under the roof.

Qxd 32 18/01/2007 08:50 Page 32 Language and Culture Pedagogy 1925, quoted by Apelt, 1967: 46). By means of structure-psychological research he wanted to attain, by ‘the illumination of life-relations and cultural relations’ an ‘awareness of the nature of the spirit and research into the spirit’ (translated from Kroymann & Ostermann, 1977: 146). g. folklore, home region and blood ties (Emmerich, 1971). Much effort went into defining the German, English and French national character: ‘der Dauerengländer’ (the typical Englishman), ‘der Dauerfranzose’ (the typical Frenchman).

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