Byram, M. (2014) 'Twenty-five years on – from cultural studies to intercultural citizenship.', Language, culture and curriculum., 27 (3). pp. 209-225.
At the editor's invitation this article was written as an analysis of the development of the intercultural dimension of foreign language teaching over the last 25 years. It is in part a personal reflection based on an article written for this journal 25 years ago, but it also draws on comments and insights from a network of researchers with whom the author has worked over much of the period in question. Four areas are selected for comment: ‘the value of cultural studies’, ‘pedagogy and didactics’, ‘methodology’ and ‘assessment and evaluation’. It is argued that in the intervening period, the value of a cultural or intercultural dimension in language teaching has been widely recognised in policy documents and approaches to pedagogy developed. The picture with respect to methods of teaching for intercultural competence is mixed and the question of assessment remains insufficiently developed. Looking forward, the conclusion is that the most important area for development is in teacher education. There is still a lack of understanding among teachers with respect to the significance of intercultural competence and its relationship to linguistic competence.
|Keywords:||Cultural studies, Intercultural competence, Teaching methods, Language teaching policy.|
|Full text:||(AM) Accepted Manuscript|
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|Publisher Web site:||http://dx.doi.org/10.1080/07908318.2014.974329|
|Publisher statement:||This is an Accepted Manuscript of an article published by Taylor & Francis Group in Language, Culture and Curriculum on 01/09/2014, available online at: http://www.tandfonline.com/10.1080/07908318.2014.974329.|
|Date accepted:||20 October 2014|
|Date deposited:||18 January 2016|
|Date of first online publication:||September 2014|
|Date first made open access:||01 March 2016|
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