A highly relevant topic, given current discussions around fake news, fake facts, and misinformation in the media and public sphere This book offers a valuable contribution to how public discourse is impacted by personal bias, beliefs, and convictions Addresses the role and impact of conviction in the public sphere, education, and in political and cultural discourse It discusses where our convictions come from and whether we are aware of them, why they compel us to certain actions, and whether we can change our convictions when presented with opposing evidence that prove our personal convictions "wrong" It brings together scholars from multiple fields, such as philosophy, psychology, comparative literature, media studies, applied linguistics, intercultural communication, and education It will be of particular interest to scholars in communication and journalism studies, media studies, philosophy, and psychology It will contribute substantially to the study of conviction as an aspect of the self we all carry within us and are called upon to examine

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.

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.

This ground-breaking book is the first to describe in detail how teachers, supported by university educators and education advisers, might plan and implement innovative ideas based on sound theoretical foundations. Focusing on the teaching and learning of intercultural communicative competence in foreign language classrooms in the USA, the authors describe a collaborative project in which graduate students and teachers planned, implemented and reported on units which integrated intercultural competence in a systematic way in classrooms ranging from elementary to university level. The authors are clear and honest about what worked and what didn't, both in their classrooms and during the process of collaboration. This book will be required reading for both scholars and teachers interested in applying academic theory in the classroom, and in the teaching of intercultural competence.

This ground-breaking book is the first to describe in detail how teachers, supported by university educators and education advisers, might plan and implement innovative ideas based on sound theoretical foundations. Focusing on the teaching and learning of intercultural communicative competence in foreign language classrooms in the USA, the authors describe a collaborative project in which graduate students and teachers planned, implemented and reported on units which integrated intercultural competence in a systematic way in classrooms ranging from elementary to university level. The authors are clear and honest about what worked and what didn't, both in their classrooms and during the process of collaboration. This book will be required reading for both scholars and teachers interested in applying academic theory in the classroom, and in the teaching of intercultural competence.

The contributors to this volume have collaborated to present their work on introducing competences in intercultural communication and citizenship into foreign language education. The book examines how learners and teachers think about citizenship and interculturality, and shows how teachers and researchers from primary to university education can work together across continents to develop new curricula and pedagogy. This involves the creation of a new theory of intercultural citizenship and a procedure for implementation. The book is written by teacher researchers who aim to help other teachers, and concludes with reflections on the lessons they have learnt which will help others to implement these ideas in their own practice. The book is essential reading for foreign language educators and researchers, students in pre-service teacher training and teachers in in-service training.

Teaching Intercultural Citizenship Across the Curriculum: The Role of Language Education explores how language educators can advocate for and illustrate the importance of language education not only for their students’ education but also for their ability to solve complex problems we urgently need to address. This book introduces readers to theory and practice in planning, teaching, and assessing intercultural communication and citizenship across the curriculum. Teachers, teacher educators, and curriculum designers gain a better understanding of designing (world) language curricula for intercultural citizenship by making connections to the students’ knowledge and experiences from other subjects. This enables students to apply what they learn in language education in their lives in the here and now.The aim of the book is also to help language educators work together with teachers of other subjects (e.g., mathematics, sciences, English language arts) to broaden students’ understandings and strengthen their intercultural citizenship development. Theoretical investigations are illustrated with practical examples and lesson plans from world language education and linked to other subjects through discipline-specific content. Questions for reflection encourage the reader to interact more deeply with the concepts and the suggested examples. Supporting materials are provided which teachers can adapt for implementation in their own program.

The bronze bull from Weltenburg and the owls on wheel linchpins from Manching are among the best known animal depictions among Bavaria's rich assemblage of Bronze and Iron Age metalwork. In addition to the aesthetic beauty of such pieces, they are particularly useful for identifying the ideologies and beliefs of the people who made them. Wagner's examines the historical context, production techniques and symbolism of these Bavarian objects, using comparisons with contemporary fauna for reference. Wagner also considers emotional and practical relationships between humans and animals and how repesentations of these relationships in objects and art identify cultures. Concludes with an illustrated catalofue of over 200 items.

The contributors to this volume have collaborated to present their work on introducing competences in intercultural communication and citizenship into foreign language education. The book examines how learners and teachers think about citizenship and interculturality, and shows how teachers and researchers from primary to university education can work together across continents to develop new curricula and pedagogy. This involves the creation of a new theory of intercultural citizenship and a procedure for implementation. The book is written by teacher researchers who aim to help other teachers, and concludes with reflections on the lessons they have learnt which will help others to implement these ideas in their own practice. The book is essential reading for foreign language educators and researchers, students in pre-service teacher training and teachers in in-service training.