从外语教育到跨文化公民教育--文集与思考/外语教育系列/外教社跨文化交际丛书

Michael Byram is Professor of Education at Durham University, England. He studied French, German and Danish at King's College Cambridge, and wrote a PhD on Danish literature. He then taught French and German at secondary school level and in adult education in an English comprehensive school. Since being appointed to a post in teacher education at Durham in 1980, he has carried out research into the education of linguistic minorities, foreign language education and student residence abroad. His books include Teaching and Assessing Intercultural Communicative Competence (1997) and he is the editor of the Routledge Encyclopedia of Language Teaching and Learning. He is also an Adviser to the Council of Europe Language Policy Division.

Acknowledgements Introduction Part 1: Foreign Language Education Purposes Foreign Language Education in Context Defining Foreign Language Education Foreign Language Education Policies Evaluation and Planning of Foreign Language Education Policies for Plurilingual Learners in Multilingual Environments. Purposes for Foreign Language Education The Benefits of Foreign Language Education Purposes and Policies: Three Cases Possibilities Is Language Learning Possible at School? The Ambitions of Policy-makers Defining and Comparing 'Success' . Expectations at the End of Compulsory Education Matching Policies with Possibilities The Intercultural Speaker: Acting Interculturally or Being Bicultural Being Bicultural Acting Interculturally A Comparison of Being Bicultural and Acting Interculturally.. 5 Intercultural Competence and Foreign Language Learning in the Primary School Context and Content Learning Foreign Languages and Cultures in Primary Education Teachers of Language and Culture in Primary Education Curriculum Planning and Teaching Materials Conclusion Analysis and Advocacy: Researching the Cultural Dimensions of Foreign Language Education Analysis and Advocacy Analysis of Culture Learning and Language Learning Advocating Directions for Culture Learning Perspectives Nationalism and Internationalism in Language Education 'Language Educators'. Foreign Language Educators Education In and Beyond the Nation State Socialisation and Social Identity National and International Identities Languages and Identities in the Curriculum Language Learning in Europe A Political Aspiration European Identity as a Social Identity? Language and Identity Socialisation European Identity and Language Learning Foreign Language Teaching as Political Action Education for Teachers of Languages Education for Teacher Educators? Part 2: Intercultural Citizenship Education 10 Language Education, Political Education and Intercultural Citizenship Politische Bildung Critical Cultural Awareness Conceptual and Linguistic Relativism Communication in Transnational Communities Ethical Dimensions of Education for Intercultural Citizenship. 11 Education for Intercultural Citizenship A Framework for Political and Language Education Education for Intercultural Citizenship 12 Policies for Intercultural Citizenship Education Citizens and Their Communities Education for Citizenship beyond the Nation State: Europe . . 13 Curricula for Intercultural Citizenship Education Transnational Political Activity in Education Levels of 'ActIng Interculturally'. 14 Assessment and/or Evaluation of Intercultural Competence and Intercultural Citizenship 'Assessment' and 'Evaluation' . Attributing Value Portfolios and Profiles Conclusion Appendix 1: Intercultural Competence Appendix 2: Sources for Teacher Training for Intercultural Competence Appendix 3: Framework for Intercultural Citizenship Appendix 4: Autobiography of Intercultural Encounters Notes References