Same but Different:

Scollen, Rebecca

doi:10.2307/j.ctv36xw16z.18

Cited by 2 publications

(1 citation statement)

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“…Attaching the term a definition was the byproduct of years of observation as to how societies are built, hang together and interact, and the way they shape speculations about other worlds. For some researchers, one needs to be cautious in dealing with the concept because of the connotations it has in the common speech (Holliday, 1994;Scollen & Scollen, 2001). By reason of this fact, it is fair to step into Hinkel's (1999:01) shoes that there exists: "as many definitions of culture as there are field of inquiry into human societies, groups, systems, behaviours, and activities".…”

Section: Culture: Thoughts About a Criticalmentioning

confidence: 99%

Thirdness and its bearings on students’ views of the ‘Other’: Tying the knot between the literary and the intercultural

Boughouas,

Ouahmiche

2015

TRANSLANG

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Admittedly, English language teaching philosophy should not include preaching about linguistic and communicative skills solely. The shortcomings of the preceding approaches result in students being unable to solve problems of cultural clashes, probable to take place in learning English. Hence, the insertion of the intercultural paradigm as a new educational philosophy facilitates the process of discovering other foreign cultural dimensions and enjoying that cultural difference most importantly. It gives for urging students to get along with the calls of active learning in creating a third space of interculturality from which to consider the other. The world of literature is a perfect depiction of the sociocultural realities of people and so it offers a short path through the way of learning about certain social conducts that were up till then alien. Equipping students with aspects of thirdness will help them develop positive perceptions towards the content being read in English. This paper provides the theoretical background that led to the inclusion of the concept of thirdness with its relation to language and literary text. It also suggests some classroom activities for the sake of fostering a positive stance towards the foreign culture.

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Section: Culture: Thoughts About a Criticalmentioning

confidence: 99%