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This volume introduces pedagogical approaches and empirical studies
that emphasize deeper, embodied engagement with language, the
transformative potential of the language learning experience, and
the importance of learner and teacher well-being. A deep learning
orientation sees foreign language learning not as a psychologically
neutral process of internalising linguistic rules but as an
embodied process that is intimately tied to learners' experience of
self, including emotion, body states, metaphoric understanding,
aesthetic sensibilities, and moral intuitions. This volume
challenges language teachers and teacher trainers to move beyond
instrumentalist views of language learning, to recognise the deeply
impactful nature of the language learning experience, and to
consider how language pedagogy can contribute to the development of
the learner as a whole person. Chapters in this volume consider the
enactment of deep learning from diverse theoretical perspectives,
including positive psychology, embodied cognition, cognitive
linguistics, motivational theory, literary theory, and moral
psychology. The volume provides language teachers, teacher trainers
and applied linguists with concrete insights into the
multidisciplinary foundations of conceptualizing, planning, and
implementing deep learning in language classrooms.
There is an odd contradiction at the heart of language and culture
learning: Language and culture are, so to speak, two sides of a
single coin-language reflects the thinking, values and worldview of
its speakers. Despite this, there is a persistent split between
language and culture in the classroom. Foreign language pedagogy is
often conceptualized in terms of gaining knowledge and practicing
skills, while cultural learning goals are often conceptualized in
abstract terms, such as awareness or criticality. This book helps
resolve this dilemma. Informed by brain and mind sciences, its core
message is that language and culture learning can both be seen as a
single, interrelated process-the embodiment of dynamic systems of
meaning into the intuitive mind. This deep learning process is
detailed in the form of the Developmental Model of Linguaculture
Learning (DMLL). Grounded in dynamic skill theory, the DMLL
describes four developmental levels of language and culture
learning, which represents a subtle, yet important shift in
language and culture pedagogy. Rather than asking how to add
culture into language education, we should be seeking ways to make
language and culture learning deeper-more integrated, embodied,
experiential and transformational. This book provides a theoretical
approach, including practical examples, for doing so.
A straightforward guide to understanding the hidden cultural
challenges of adapting to life abroad. Combining intercultural
theory and the voices of sojourners who talk about their
experiences, it maps out the process of resisting, accepting and
adapting to cultural difference. We see that all sojourners, from
tourists, to expatriates to immigrants, go through a similar
learning dynamic. We learn that intercultural experiences can be
deep or shallow, and that hidden cultural difference can increase
sojourner prejudice. The book examines intercultural sensitivity
while avoiding "feel good" idealizations about cross-cultural
contact. It brings clarity to debates regarding the importance of
cultural difference and the effects of globalization. An essential
resource for sojourners, language teachers and intercultural
educators.
There is an odd contradiction at the heart of language and culture
learning: Language and culture are, so to speak, two sides of a
single coin-language reflects the thinking, values and worldview of
its speakers. Despite this, there is a persistent split between
language and culture in the classroom. Foreign language pedagogy is
often conceptualized in terms of gaining knowledge and practicing
skills, while cultural learning goals are often conceptualized in
abstract terms, such as awareness or criticality. This book helps
resolve this dilemma. Informed by brain and mind sciences, its core
message is that language and culture learning can both be seen as a
single, interrelated process-the embodiment of dynamic systems of
meaning into the intuitive mind. This deep learning process is
detailed in the form of the Developmental Model of Linguaculture
Learning (DMLL). Grounded in dynamic skill theory, the DMLL
describes four developmental levels of language and culture
learning, which represents a subtle, yet important shift in
language and culture pedagogy. Rather than asking how to add
culture into language education, we should be seeking ways to make
language and culture learning deeper-more integrated, embodied,
experiential and transformational. This book provides a theoretical
approach, including practical examples, for doing so.
When we leave and travel abroad, for pleasure or for business, we
make a choice: to have a superficial "airport experience" at our
destination, or to appreciate the hidden culture beneath the
surface. A Beginner's Guide to the Deep Culture Experience proposes
a deep culture journey, encouraging travelers to pursue a
meaningful cross-cultural experience. Sharing anthropologist Edward
Hall's conviction that becoming aware of our unconscious cultural
programming is a transcendental challenge facing us all, author
Joseph Shaules shows how the "deep culture experience" can teach us
about ourselves. This practical book is an accessible introduction
to intercultural communication without buzz words, theory or
abstraction. If you travel internationally for work or simply enjoy
the diverse cultures of the world, read this inspirational book
before your next trip.
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