Abstract:Appreciating difference and combating intolerance are inadequate to effect intercultural transformative experiences in an age of complexity, ambiguities and mobilities. I argue that the tolerance view of intercultural communication is patronising and does not prepare students for future roles in which they can impact upon the world. To realise their 'obligation to others' students need the freedom to imagine themselves in roles where they engage with others in responsible ways. Utilising sympathetic and dialog… Show more
“…For example, the concept of 'being poor' was conveyed in the film by the gestures of Louis de Funès as he referred to a proverb "se serrer la ceinture" (to tighten one's belt) and allowed students to have a context-sensitive grasp of the common French phrases. We believe that exercises like these help to improve 'dialogic imagination' [53], social and emotional intelligences of the group through the realization of individual (perceptual) differences of its participants. Using silent movies as a pedagogical prop (in the context of translanguaging) also supported the students' attempts to shape their own vocabulary in a specific situation without 'interferences' from the teacher.…”
Section: Personally Socially and Technically Scaffolded Learningmentioning
This article presents the results of a case study that puts the classical and new educational models and methods to the test through practical implementation by a French foreign language assistant in Russia. On that basis, the authors revise the modern theories of language and intercultural communication. The research emphasises that for the efficient acquisition of foreign language and the development of cultural competences it is necessary to design a "learning microculture" and unique "ecology" of the classroom.
“…For example, the concept of 'being poor' was conveyed in the film by the gestures of Louis de Funès as he referred to a proverb "se serrer la ceinture" (to tighten one's belt) and allowed students to have a context-sensitive grasp of the common French phrases. We believe that exercises like these help to improve 'dialogic imagination' [53], social and emotional intelligences of the group through the realization of individual (perceptual) differences of its participants. Using silent movies as a pedagogical prop (in the context of translanguaging) also supported the students' attempts to shape their own vocabulary in a specific situation without 'interferences' from the teacher.…”
Section: Personally Socially and Technically Scaffolded Learningmentioning
This article presents the results of a case study that puts the classical and new educational models and methods to the test through practical implementation by a French foreign language assistant in Russia. On that basis, the authors revise the modern theories of language and intercultural communication. The research emphasises that for the efficient acquisition of foreign language and the development of cultural competences it is necessary to design a "learning microculture" and unique "ecology" of the classroom.
“…Elsewhere I describe how students engage creatively with this task from a position of justice, equality and respect for one another -how they utilize their cosmopolitan empathy. They do not address an imagined monologic other, but a complex one which necessitates them using multiple voices (Quist, 2013). Their presentations feel authentic and do not employ the bland ready-made style which tends to be found in course books using vocationally-oriented language tasks.…”
Section: Examplementioning
confidence: 99%
“…It hinges on the dual aims of empowering the learner to recognise social meanings and to be able to employ these if needed, but also to allow for human agency to create individual articulations within established discourses. I describe elsewhere (Quist, 2013) how in an oral presentation, one of my students employed both formal conventions and consciously departed from these. She did so by adopting generally an informal tone, in order to ensure her 'audience' , who she had imagined to consist of a range of different people representing hierarchical relations, felt all equally respected and included.…”
Section: Critical Language Awarenessmentioning
confidence: 99%
“…These reflections also bring to the fore the fluid process that communication is; it brings a realisation of the changeability of communicative situations, the 'ruptures' , the fragility of our own positions, and of text as culture. It also engages students' cosmopolitan attitudes using their sympathetic imaginations (Quist, 2013).…”
Section: Examplementioning
confidence: 99%
“…A concern with the individual finds resonance in a new development within language teaching where pedagogies are shifting attention from a fixed authoritative curriculum to a focus on learners' identities and subjectivities (cf. Phipps, 2007;Fenhoulhet andRos i Solé, 2010 andQuist, 2013).…”
Section: Classical Liberalism Versus Instrumentalismmentioning
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