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Cultural repertoire8/8/2023 ![]() Council of EuropeĬouncil of Europe (2009b) Relating language examinations to the common European framework of reference for languages: learning, teaching, assessment (CEFR). Retrieved from Ĭouncil of Europe (2009a) Plurilingual and pluricultural competence. Council of EuropeĬouncil of Europe (2008) Report on the protection and promotion of sign languages and the rights of their users in Council of Europe member states: needs analysis. Cambridge University Press, Retrieved from Ĭouncil of Europe (2003) Plurilingualism, democratic citizenship in Europe and the role of English. Ĭouncil of Europe (2001) Common European framework of reference for languages: learning, teaching, assessment. Recherches en didactique des langues et des cultures. Cambridge University Press, pp 196–219Ĭoste D (2010) Diversité des plurilinguismes et formes de l’éducation plurilingue et interculturelle. In: Hinkel E (ed) Culture in second language teaching and learning. Ĭlavel-Arroitia B, Fuster-Márquez M (2014) The authenticity of real text in advanced English language textbooks. ELIA: Estudios De Lingüística Inglesa Aplicada 21:51–84. Unpublished PhD Dissertation, Universidad de La RiojaĬifone Ponte MD, Mora Guarín J (2021) Identidades culturales de estudiantes inmigrantes en el vocabulario de libros de texto de inglés a través de asociaciones prototípicas. Ĭifone Ponte MD (2019) A quantitative and qualitative analysis of cultural vocabulary in second baccalaureate EFL textbooks. Multilingual MattersĬhang YJ (2014) Learning english today: what can world englishes teach college students in Taiwan? English Today 30(1):21–27. Encuentro 29:90–103Ĭenoz J, Jessner U (2000) English in Europe: the acquisition of a third language. Ĭanga Alonso A, Cifone Ponte MD (2021) Cultural terms in EFL textbooks for young learners. Ĭanga Alonso A, Cifone Ponte MD (2015) An analysis of cultural vocabulary in ELT textbooks. Multilingual Mattersīyram M, Zarate G (1996) Defining and assessing intercultural competence: some principles and proposals for the European context. īyram M (1997) Teaching and assessing intercultural communicative competence. Adv Lang Literary Stud 6(3):128–137īush MD (2007) Facilitating the integration of culture and vocabulary learning: the categorization and use of pictures in the classroom. īahrami N (2015) Evaluating the representation of cultural elements in an in-use EFL textbook. īaker W (2011) Intercultural awareness: modelling an understanding of cultures in intercultural communication through English as a lingua franca. Retrieved 19 June 2021 from īackus A, Gorter D, Knapp K, Schjerve-Rindler R, Swanenberg J, ten Thije JD, Vetter E (2013) Inclusive multilingualism: concept, modes and implications. Īyuntamiento de Logroño (2018) Informe de Situación de la infancia y la adolescencia de Logroño. ![]() Īlves SS, Mendes L (2006) Awareness and practice of plurilingualism and intercomprehension in Europe. KeywordsĪlptekin C (2002) Towards intercultural communicative competence in ELT. This chapter has educational implications for EFL teaching and learning in multilingual contexts, textbooks publishers and syllabus design. ![]() This will allow us to delve into the speaking activities where plurilingual and pluricultural competence should be prioritized to avoid misconceptions and promote intercultural communication through mediation. To accomplish the above objectives, this study examines three of the most used 6th year of Primary Education EFL textbooks by employing a list of seven cultural categories developed by the CEFR (Council of Europe (2001) and a checklist based on the CEFR Companion Volume’s (Council of Europe (2018)) new descriptors. In this chapter, we attempt to describe whether oral production activities within EFL textbooks for young learners: (i) develop an awareness of sociocultural aspects by including a wide range of cultural topics and (ii) foster the plurilingual and pluricultural competence by meeting the CEFR Companion Volume’s new descriptors. Beyond the relevance given to the plurilingual and pluricultural competence in the context of Europe and English as a foreign language, there has been surprisingly little research into how this competence is integrated into the content of EFL textbooks.
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