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The Cambridge Handbook of Intercultural Pragmatics
Intercultural pragmatics addresses one of the major issues of human communication in the globalized world: how do people interact with each other in a language other than their native tongue, and with native speakers of the language of interaction? Bringing together a globally-representative team of scholars, this Handbook provides an authoritative overview to this fascinating field of study, as well as a theoretical framework. Chapters are grouped into 5 thematic areas: theoretical foundation, key issues in Intercultural Pragmatics research, the interface between Intercultural Pragmatics and related disciplines, Intercultural Pragmatics in different types of communication, and language learning. It addresses key concepts and research issues in Intercultural Pragmatics, and will trigger fresh lines of enquiry and generate new research questions. Comprehensive in its scope, it is essential reading not only for scholars of pragmatics, but also of discourse analysis, cognitive linguistics, communication, sociolinguistics, linguistic anthropology, and second language teaching and learning.
Developmental and Clinical Pragmatics
This handbook provides a comprehensive and up-to-date survey of a wide range of developmental and clinical issues in pragmatics. Principally, the contributions to this volume deal with pragmatic competence in a native language, in a second or foreign language, and in a selection of language disorders. The topics which are covered explore questions of production and comprehension on the utterance and discourse level. Topics addressed concern the acquisition and learning, teaching and testing, assessment and treatment of various aspects of pragmatic ability, knowledge and use. These include, for example, the acquisition and development of speech acts, implicatures, irony, story-telling and interactional competence. Phenomena such as pragmatic awareness and pragmatic transfer are also addressed. The disorders considered include clinical conditions pertaining to children and to adults. Specifically, these are, among others, autism spectrum disorders, Down syndrome, and Alzheimer's disease.
Second Language Pragmatics and English Language Education in East Asia
This edited collection addresses the link between second language pragmatics (including interlanguage and intercultural) research and English language education. The chapters use different contemporary research methods and theoretical frameworks such as conversation analysis, language-learners-as-ethnographers, discourse and interactional approaches and data in contexts (either in the region or overseas). The content explores and discusses the significance of learning and teaching of second language (L2) pragmatics in language education for learners who use English as a lingua franca for academic and intercultural communication purposes with native and non-native speakers of English, focusin...
Short-Term Student Exchanges and Intercultural Learning
Short-term student exchanges can offer valuable opportunities for intercultural learning and to engage in intercultural communication using English (the language focus in this Element). However, research and educational practices often assume that the most effective intercultural learning occurs through interactions with local individuals in 'target' culture learning and adherence to standard English language norms. These assumptions overlook important learning opportunities from interactions in culturally and linguistically diverse settings as features of many international exchange experiences. This Element proposes a perspective in student exchange research and practice that reflects this diversity and encompasses the intercultural learning model of intercultural awareness, intercultural citizenship education, and Global Englishes.
Developing Intercultural Perspectives on Language Use
Many language teachers recognise the importance of integrating intercultural learning into language learning, but how this can be best achieved is not always apparent. This is particularly the case in foreign language learning contexts where teachers are working with a prescribed textbook and opportunities to use the language outside the classroom are limited. This book argues that teachers can work creatively with conventional resources and utilise classroom experiences in order to help learners interpret aspects of communication in insightful ways and develop awareness of the influence of cultural assumptions and values on language use. The book provides extensive analysis of a range of classroom interactions to demonstrate how teachers and learners can work together to construct opportunities for intercultural learning through reflection on pragmatics.
Intercultural Communication and Identity
This Element asserts how identity as a construct enables a critical awareness of how speakers position themselves and are positioned by others in intercultural encounters. It discusses how identity vis-à-vis culture has been theorized through social psychological, poststructuralist, and critical lenses, and how identity is discursively constructed and mediated. Rejecting essentialist notions of language and culture, this Element demonstrates how inscriptions of identity such as race, ethnicity, nationality, and class can be used to critically examine the dynamics of situated intercultural encounters and to understand how such interactions can index competing and colluding ideologies. By examining identity research from different parts of the world, it casts a light on how identities are performed in diverse intercultural contexts and discusses research methodologies that have been employed to examine identity in intercultural communication.
Translingual Discrimination
Moving beyond two main concepts of 'interlingual' and 'intralingual' discrimination, this Cambridge Element addresses the concept of 'translingual discrimination', which refers to inequality based on transnational migrants' specific linguistic and communicative repertoires that are (il)legitimized by the national order of things. Translingual discrimination adds intensity to transnational processes, with transnational migrants showing two main characteristics of exclusion - 'translingual name discrimination' and its associated elements such as 'name stigma' and 'name microaggression'; and 'translingual English discrimination' and its elements such as 'accentism', 'stereotyping' and 'hallucin...
International Perspectives on Intercultural Learning in English Language Teaching
This edited book aims to shed light on how language teachers working in diverse international contexts incorporate intercultural learning into English Language Teaching (ELT), focusing in particular on how teachers navigate the tension between theoretical/ideological concerns in their national context and the realities of their language classrooms. It foregrounds the ways that teachers make sense of intercultural concepts and exercise agency to create contextually appropriate innovations. It also addresses the role of intercultural learning in English language teacher education, highlighting critical issues and innovative approaches to empowering teachers in different countries. It will be of interest to pre-service and in-service language teachers, teacher trainers, advanced students (Master’s and PhD), and researchers in the field of (English) language education and intercultural education.
Teaching and Learning Second Language Pragmatics for Intercultural Understanding
This collection argues for the need to promote intercultural understanding as a clear goal for teaching and learning pragmatics in second and foreign language education. The volume sees the learning of pragmatics as a challenging yet enriching process whereby the individual expands their capacity for understanding how meaning making processes influence social relationships and how assumptions about social relationships shape the interpretation and use of language in context. This locates pragmatics within a humanistically oriented conception of learning where success is defined relative to the enrichment of human understanding and appreciation of difference. The book argues that intercultura...
Intercultural Learning in Language Education and Beyond
This book provides a contemporary and critical examination of the theoretical and pedagogical impact of Michael Byram’s pioneering work on intercultural communicative competence and intercultural citizenship within the field of language education and beyond. The chapters address important theoretical and empirical work on the teaching, learning, and assessment of intercultural learning, and highlight how individual language educators and communities of practice enact intercultural learning in locally appropriate ways. The book offers comprehensive, up-to-date and accessible knowledge for researchers, teachers, teacher-trainers and students.
