| dc.contributor.author | Conway, C | en_NZ |
| dc.contributor.author | Richards, H | en_NZ |
| dc.date.accessioned | 2019-02-27T23:47:54Z | |
| dc.date.available | 2019-02-27T23:47:54Z | |
| dc.date.copyright | 2014-12 | en_NZ |
| dc.identifier.citation | NZALT Polyglot, No 39, 2014. | |
| dc.identifier.uri | http://hdl.handle.net/10292/12293 | |
| dc.description.abstract | As you know, the two strands of Knowledge Awareness - language and culture - have equal weighting in the Learning Languages area of the NZ 2007 Curriculum. This was a paradigm shift in the teaching of additional languages, and to support teachers the Ministry of Education published a report (Newton, Yates, Shearn and Nowitski, 2010) that outlined 6 principles for intercultural communicative language teaching (iCLT). Intercultural language learners develop both the language and ability to engage with the foreign culture (Byram, Gribkova and Starkey, 2002) and interact across cultural boundaries. They are able to see the world through the eyes of others, and also, importantly, look at themselves from the outside (Sercu 2005). | |
| dc.publisher | New Zealand Association of Language Teachers | |
| dc.relation.uri | https://nzalt.org.nz/publications/polyglot/ | en_NZ |
| dc.rights | NOTICE: this is the author’s version of a work that was accepted for publication. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in (see Citation). The original publication is available at (see Publisher's Version). | |
| dc.title | Intercultural Language Learners: Are You Providing Opportunities for Your Language Learners to Reflect? | en_NZ |
| dc.type | Other form of assessable output | |
| dc.rights.accessrights | OpenAccess | en_NZ |
| aut.relation.volume | 39 | en_NZ |
| pubs.elements-id | 179304 | |
