Tác giả CN
| Brunsmeier, Sonja. |
Nhan đề
| Primary Teachers Knowledge When Initiating Intercultural Communicative Competence /Sonja Brunsmeier. |
Thông tin xuất bản
| 2017. |
Mô tả vật lý
| p. 143–155. |
Tóm tắt
| In the classroom it is generally up to the teacher to put ICC into practice. This poses a big challenge for the primary teacher since currently only vague theoretical conceptions of this competence exist. According to Spitzberg and Chagnon (2009, p. 5), “conceptualizations of intercultural communication competence are highly diverse in their disciplines, terminologies, and scholarly and practical objectives.” What makes teaching ICC even more challenging is that these conceptions “are presented in universalist terms, i.e. independent of context and age of the learners” (Hu & Byram, 2009, p. xii). In the last decade more and more researchers have acknowledged this need and hence also provided concrete teaching ideas and materials (cf. Corbett, 2010; Mueller-Hartmann, Schocker, & Pant, 2013). Nevertheless, for the specific age group of young learners in the ELT context hardly any practical suggestions for initiating ICC exist. |
Đề mục chủ đề
| English--Teaching. |
Thuật ngữ không kiểm soát
| English |
Thuật ngữ không kiểm soát
| Teaching. |
Nguồn trích
| Tesol Quarterly- Volume 51, Issue 1 March 2017. |
|
000
| 00000nab a2200000 a 4500 |
---|
001 | 50779 |
---|
002 | 2 |
---|
004 | 61564 |
---|
005 | 202007061023 |
---|
008 | 171104s2017 enk a 000 0 eng d |
---|
009 | 1 0 |
---|
039 | |a20200706102341|bhuongnt|y20171104140120|zhuongnt |
---|
041 | 0 |aeng |
---|
044 | |aenk |
---|
100 | 1 |aBrunsmeier, Sonja. |
---|
245 | 10|aPrimary Teachers Knowledge When Initiating Intercultural Communicative Competence /|cSonja Brunsmeier. |
---|
260 | |c2017. |
---|
300 | |ap. 143–155. |
---|
520 | |aIn the classroom it is generally up to the teacher to put ICC into practice. This poses a big challenge for the primary teacher since currently only vague theoretical conceptions of this competence exist. According to Spitzberg and Chagnon (2009, p. 5), “conceptualizations of intercultural communication competence are highly diverse in their disciplines, terminologies, and scholarly and practical objectives.” What makes teaching ICC even more challenging is that these conceptions “are presented in universalist terms, i.e. independent of context and age of the learners” (Hu & Byram, 2009, p. xii). In the last decade more and more researchers have acknowledged this need and hence also provided concrete teaching ideas and materials (cf. Corbett, 2010; Mueller-Hartmann, Schocker, & Pant, 2013). Nevertheless, for the specific age group of young learners in the ELT context hardly any practical suggestions for initiating ICC exist. |
---|
650 | 10|aEnglish|xTeaching. |
---|
653 | 0 |aEnglish |
---|
653 | 0 |aTeaching. |
---|
773 | |tTesol Quarterly|gVolume 51, Issue 1 March 2017. |
---|
890 | |a0|b0|c0|d0 |
---|
| |
Không có liên kết tài liệu số nào
|
|
|
|