Teaching and Research: Language and Culture, offers a clear, comprehensive overview of two of the major areas in contemporary applied linguistics activity, providing both an assessment of theoretical developments up to this point, and suggestions for future research and practice.
Teaching and Research: Language and Culture, offers a clear, comprehensive overview of two of the major areas in contemporary applied linguistics activity, providing both an assessment of theoretical developments up to this point, and suggestions for future research and practice.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Joan Kelly Hall is Professor of Applied Linguistics in the Department of Applied Linguistics at the Pennsylvania State University. Her recent books include Interactional Competence and Development (with J. Hellermann and S. Pekarek Doehler, 2011) and Dialogue with Bakhtin on Second and Foreign Language Learning(with G. Vitanova and L. Marchenkova, 2003).
Inhaltsangabe
INTRODUCTION SECTION 1 DEFINING LANGUAGE AND CULTURE Chapter One A sociocultural perspective on language and culture1.1 Introduction 1.2 Language as sociocultural resource 1.2.1 Dialogue as the essence of language use1.2.2 Single- and double-voiced utterances1.3 Culture as sociocultural practice1.4 Linguistic relativity1.5 A socially constituted linguistics1.5.1 A socially constituted approach to the study of language and culture1.5.2 The recent turn in studies of communicative activities1.5.3 From linguistic relativity to sociolinguistic relativity1.6 Systemic functional linguistics1.7 SummaryFurther reading Chapter Two Language and identity2.1 Introduction 2.2 Social identity 2.2.1 Contextual relevancy of social identity2.3 Agency, identity and language use2.3.1 Giddens' theory of structuration2.3.2 Bourdieu's notion of habitus 2.4 Research on language use and identity 2.4.1 Interactional sociolinguistics 2.4.2 Co-construction of identity2.5 SummaryFurther reading Chapter Three Language-and-culture learning3.1 Introduction 3.2 A sociocultural perspective on language and culture learning 3.2.1 Mediational means3.3 Language socialisation3.4 Learning how to mean3.5 Social activity and language development3.6 Social activity and cognitive development3.7 Contexts of learning3.7.1 Language classrooms as fundamental sites of learning3.7.2 Learning beyond the traditional
INTRODUCTION SECTION 1 DEFINING LANGUAGE AND CULTURE Chapter One A sociocultural perspective on language and culture1.1 Introduction 1.2 Language as sociocultural resource 1.2.1 Dialogue as the essence of language use1.2.2 Single- and double-voiced utterances1.3 Culture as sociocultural practice1.4 Linguistic relativity1.5 A socially constituted linguistics1.5.1 A socially constituted approach to the study of language and culture1.5.2 The recent turn in studies of communicative activities1.5.3 From linguistic relativity to sociolinguistic relativity1.6 Systemic functional linguistics1.7 SummaryFurther reading Chapter Two Language and identity2.1 Introduction 2.2 Social identity 2.2.1 Contextual relevancy of social identity2.3 Agency, identity and language use2.3.1 Giddens' theory of structuration2.3.2 Bourdieu's notion of habitus 2.4 Research on language use and identity 2.4.1 Interactional sociolinguistics 2.4.2 Co-construction of identity2.5 SummaryFurther reading Chapter Three Language-and-culture learning3.1 Introduction 3.2 A sociocultural perspective on language and culture learning 3.2.1 Mediational means3.3 Language socialisation3.4 Learning how to mean3.5 Social activity and language development3.6 Social activity and cognitive development3.7 Contexts of learning3.7.1 Language classrooms as fundamental sites of learning3.7.2 Learning beyond the traditional
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