Illustrated by an empirical study of English as a Foreign Language
reading in Argentina, this book argues for a different approach to
the theoretical rationales and methodological designs typically
used to investigate cultural understanding in reading, in
particular foreign language reading. It presents an alternative
approach which is more authentic in its methods, more educational
in its purposes, and more supportive of international understanding
as an aim of language teaching in general and English language
teaching in particular.
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